How Are Students' Roles Changing in the New Economy of Information?
Teaching in the New (Abundant) Economy of Information
Letting Fourth Graders Solve the World's Problems
What Adults Can Learn From Kids
All Hands on Deck: Blurring Lines Between Parent, Teacher, Learner Roles
What's the New Narrative in the Education Revolution?
The Control Shift: A Grassroots Education Revolution Takes Shape
Sponsored
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Adding Context","publishDate":1396886735,"format":"aside","headTitle":"LEARNING IN THE NEW ECONOMY OF INFORMATION | MindShift | KQED News","labelTerm":{"term":20667,"site":"mindshift"},"content":"\u003cdiv id=\"attachment_34919\" class=\"module image center mceTemp\" style=\"width: 640px\">\u003cimg class=\"size-full wp-image-34919\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/11_1.21_Ipad_Algebra_0075-e1396886538991.jpg\" alt=\"teacher\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/11_1.21_Ipad_Algebra_0075-e1396886538991.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/11_1.21_Ipad_Algebra_0075-e1396886538991-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/11_1.21_Ipad_Algebra_0075-e1396886538991-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\n\u003cp class=\"wp-media-credit\">Lenny Gonzalez\u003c/p>\n\u003c/div>\n\u003cp>\u003cem>Part 3 in the series \u003ca href=\"http://ww2.kqed.org/mindshift/series/learning-in-the-new-economy-of-information/\" target=\"_blank\">Learning In the New Economy of Information.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/ShawnMcCusker\">\u003cstrong>By Shawn McCusker\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">During a recent unit on World War II, Courtney Wilhelm’s U.S. History class conducted a leader’s conference. Students explored broad topics such as economic and political philosophies from the perspective of European leaders from the 1930’s and 1940’s. When that activity was finished, the students were asked to respond to current global issues from the perspective of their leader, and the topic of the Russian annexation of the Crimea came up. Wilhelm was able to draw parallels between Crimea and Hitler’s annexation of the Sudetenland from Czechoslovakia. Each of the students was able to connect their expertise on a past leader to gain insight on today’s world, and Wilhelm was able to use her expertise on both history and current events to take the lesson to a new level.\u003c/p>\n\u003cp>In classes where students connect ideas from the abstract to real-life events, the role of the teacher -- as Wilhelm illustrates -- \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/teaching-in-the-new-abundant-economy-of-information/\" target=\"_blank\">moves from being a distributor \u003c/a>of information to one of nurturing students as they collect, evaluate, and process information into unique learning products. The \u003ca href=\"http://wp.me/p2io8W-935\" target=\"_blank\">students’ role consequently moves from that of a receiver\u003c/a> of the teacher’s knowledge to that of a researcher, curator, and creator. Products of student creation and individual expressions of learning become important parts of the learning process that are shared, evaluated by classmates, and built upon by the teacher.\u003c/p>\n\u003cp>For some, these changing roles might signal the end of an era where the teacher serves as a content expert. It may seem as though the teacher no longer carries the sole responsibility for content delivery, bringing into question the need for them to master their entire field in order to teach. Why must teachers spend their entire career mastering the information in their chosen field if this responsibility will ultimately fall to the students in class?\u003c/p>\n\u003caside class=\"pullquote alignleft\">It's here, in these seemingly disjointed moments, that the expertise of the teacher is crucial to uniting the class’s learning. \u003c/aside>\n\u003cp>In reality, however, the converse is true. As students delve into content within any unit, especially where \u003cem>they're\u003c/em> given choices in selecting their topic, natural gaps will occur in their understanding. There will still be a need for context and background knowledge as they work to research and process their sources. It's unlikely that, even when given guidelines to narrow the possibilities, students working independently will all end up focusing in the same place. When students work in groups, or as individuals, their products will be varied, and often -- at first glance -- seem disconnected, dissimilar, and separate.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And it's here, in these seemingly disjointed moments, that the expertise of the teacher is crucial to uniting the class’s learning. Teachers need to create the dynamic that transforms individual moments into a broader experience where the class benefits from the complete range of learning that has taken place. And this can happen in different ways such as discussions, class blogs, back-channels, or any number of sharing activities, as the teacher solidifies the learning mosaic created by the class.\u003c/p>\n\u003ch3>Teacher as Conductor in the Classroom Orchestra\u003c/h3>\n\u003cp>One analogy for the role of the teacher in an abundant economy of information is that of the conductor. The conductor stands before the class and uses the individual performances of the students to produce a broader more powerful work. At various times during the group's “concert,” the conductor may call attention to the work and talents of different individuals. Throughout the lesson, different sections of class work are highlighted, helping to set the overall tone of the lesson. The smaller contributions of the students are melded into the greater whole. Soloists may have a moment to shine, but the work is constructed from the entire group. The conductor may never play a single note, but his understanding of each small part of the larger work makes a far more powerful product possible.\u003c/p>\n\u003cp>[contextly_sidebar id=\"09658786497370dbbefc8061da2df51a\"]\u003c/p>\n\u003cp>In real life, an orchestra led by someone with knowledge of only one instrument, or by someone who lacks an understanding of the talents of its members, will not be capable of reaching the same potential as one led by an effective conductor who is an expert in the field of music and who is highly aware of the group’s talents.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This is also true of the classroom teacher in the new economy of information. Group work can be assigned and completed, but the classroom teacher must unite it together into something more. They must recognize the potential of the individual work that the students do and unite it together into a greater and more powerful work. When information is available in abundance, teachers will still be subject matter experts, but their true value will lie in their ability to facilitate and share the expertise of their students.\u003c/p>\n\n","blocks":[],"excerpt":"When information is available in abundance, teachers will still be subject matter experts, but their true value will lie in their ability to facilitate and share the expertise of their students.","status":"publish","parent":0,"modified":1561500919,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":836},"headData":{"title":"Teachers' Most Powerful Role? Adding Context | KQED","description":"When information is available in abundance, teachers will still be subject matter experts, but their true value will lie in their ability to facilitate and share the expertise of their students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Teachers' Most Powerful Role? Adding Context","datePublished":"2014-04-07T16:05:35.000Z","dateModified":"2019-06-25T22:15:19.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"34799 http://blogs.kqed.org/mindshift/?p=34799","disqusUrl":"https://ww2.kqed.org/mindshift/2014/04/07/teachers-most-powerful-role-adding-context/","disqusTitle":"Teachers' Most Powerful Role? Adding Context","path":"/mindshift/34799/teachers-most-powerful-role-adding-context","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_34919\" class=\"module image center mceTemp\" style=\"width: 640px\">\u003cimg class=\"size-full wp-image-34919\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/11_1.21_Ipad_Algebra_0075-e1396886538991.jpg\" alt=\"teacher\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/11_1.21_Ipad_Algebra_0075-e1396886538991.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/11_1.21_Ipad_Algebra_0075-e1396886538991-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/11_1.21_Ipad_Algebra_0075-e1396886538991-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\n\u003cp class=\"wp-media-credit\">Lenny Gonzalez\u003c/p>\n\u003c/div>\n\u003cp>\u003cem>Part 3 in the series \u003ca href=\"http://ww2.kqed.org/mindshift/series/learning-in-the-new-economy-of-information/\" target=\"_blank\">Learning In the New Economy of Information.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/ShawnMcCusker\">\u003cstrong>By Shawn McCusker\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">During a recent unit on World War II, Courtney Wilhelm’s U.S. History class conducted a leader’s conference. Students explored broad topics such as economic and political philosophies from the perspective of European leaders from the 1930’s and 1940’s. When that activity was finished, the students were asked to respond to current global issues from the perspective of their leader, and the topic of the Russian annexation of the Crimea came up. Wilhelm was able to draw parallels between Crimea and Hitler’s annexation of the Sudetenland from Czechoslovakia. Each of the students was able to connect their expertise on a past leader to gain insight on today’s world, and Wilhelm was able to use her expertise on both history and current events to take the lesson to a new level.\u003c/p>\n\u003cp>In classes where students connect ideas from the abstract to real-life events, the role of the teacher -- as Wilhelm illustrates -- \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/teaching-in-the-new-abundant-economy-of-information/\" target=\"_blank\">moves from being a distributor \u003c/a>of information to one of nurturing students as they collect, evaluate, and process information into unique learning products. The \u003ca href=\"http://wp.me/p2io8W-935\" target=\"_blank\">students’ role consequently moves from that of a receiver\u003c/a> of the teacher’s knowledge to that of a researcher, curator, and creator. Products of student creation and individual expressions of learning become important parts of the learning process that are shared, evaluated by classmates, and built upon by the teacher.\u003c/p>\n\u003cp>For some, these changing roles might signal the end of an era where the teacher serves as a content expert. It may seem as though the teacher no longer carries the sole responsibility for content delivery, bringing into question the need for them to master their entire field in order to teach. Why must teachers spend their entire career mastering the information in their chosen field if this responsibility will ultimately fall to the students in class?\u003c/p>\n\u003caside class=\"pullquote alignleft\">It's here, in these seemingly disjointed moments, that the expertise of the teacher is crucial to uniting the class’s learning. \u003c/aside>\n\u003cp>In reality, however, the converse is true. As students delve into content within any unit, especially where \u003cem>they're\u003c/em> given choices in selecting their topic, natural gaps will occur in their understanding. There will still be a need for context and background knowledge as they work to research and process their sources. It's unlikely that, even when given guidelines to narrow the possibilities, students working independently will all end up focusing in the same place. When students work in groups, or as individuals, their products will be varied, and often -- at first glance -- seem disconnected, dissimilar, and separate.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And it's here, in these seemingly disjointed moments, that the expertise of the teacher is crucial to uniting the class’s learning. Teachers need to create the dynamic that transforms individual moments into a broader experience where the class benefits from the complete range of learning that has taken place. And this can happen in different ways such as discussions, class blogs, back-channels, or any number of sharing activities, as the teacher solidifies the learning mosaic created by the class.\u003c/p>\n\u003ch3>Teacher as Conductor in the Classroom Orchestra\u003c/h3>\n\u003cp>One analogy for the role of the teacher in an abundant economy of information is that of the conductor. The conductor stands before the class and uses the individual performances of the students to produce a broader more powerful work. At various times during the group's “concert,” the conductor may call attention to the work and talents of different individuals. Throughout the lesson, different sections of class work are highlighted, helping to set the overall tone of the lesson. The smaller contributions of the students are melded into the greater whole. Soloists may have a moment to shine, but the work is constructed from the entire group. The conductor may never play a single note, but his understanding of each small part of the larger work makes a far more powerful product possible.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>In real life, an orchestra led by someone with knowledge of only one instrument, or by someone who lacks an understanding of the talents of its members, will not be capable of reaching the same potential as one led by an effective conductor who is an expert in the field of music and who is highly aware of the group’s talents.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This is also true of the classroom teacher in the new economy of information. Group work can be assigned and completed, but the classroom teacher must unite it together into something more. They must recognize the potential of the individual work that the students do and unite it together into a greater and more powerful work. When information is available in abundance, teachers will still be subject matter experts, but their true value will lie in their ability to facilitate and share the expertise of their students.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/34799/teachers-most-powerful-role-adding-context","authors":["4354"],"series":["mindshift_20667"],"categories":["mindshift_192"],"tags":["mindshift_322","mindshift_20784","mindshift_1040"],"featImg":"mindshift_34919","label":"mindshift_20667"},"mindshift_34787":{"type":"posts","id":"mindshift_34787","meta":{"index":"posts_1591205157","site":"mindshift","id":"34787","score":null,"sort":[1396278839000]},"guestAuthors":[],"slug":"how-are-students-roles-changing-in-the-new-economy-of-information","title":"How Are Students' Roles Changing in the New Economy of Information?","publishDate":1396278839,"format":"aside","headTitle":"LEARNING IN THE NEW ECONOMY OF INFORMATION | MindShift | KQED News","labelTerm":{"term":20667,"site":"mindshift"},"content":"\u003cfigure id=\"attachment_34794\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34794\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/IMG_8793-e1395881392623.jpg\" alt=\"IMG_8793\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/IMG_8793-e1395881392623.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/IMG_8793-e1395881392623-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/IMG_8793-e1395881392623-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 2 in the series \u003ca href=\"http://ww2.kqed.org/mindshift/series/learning-in-the-new-economy-of-information/\" target=\"_blank\">Learning In the New Economy of Information.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/ShawnMcCusker\">\u003cstrong>By Shawn McCusker\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Perhaps one of the most powerful expectations of students in an environment of scarcity is that they \u003cstrong>not\u003c/strong> question the source of the information. As the modern classroom \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\" target=\"_blank\">has become connected\u003c/a>, the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/teaching-in-the-new-abundant-economy-of-information/\" target=\"_blank\">amount of information\u003c/a> available to both teachers and students has exponentially increased. Where teachers once lectured about important ideas and events, or shared their acquired knowledge with their students, today’s classrooms can see every key primary source document, the actual notes of great scientists, and a limitless amount of literary criticism. For students, this abundance of information means not only a changing role from the traditional classroom, but also a \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/if-robots-will-run-the-world-what-should-students-learn/\" target=\"_blank\">drastically different set of skills and expectations\u003c/a>.\u003c/p>\n\u003cp>For generations, being a student meant being the recipient of scarce information. This role of the dutiful recipient came with a certain set of behavioral expectations. The student who could not sit still, or could not slow themselves to the pace of the teacher, was a problem to the class, as her disruption interfered with the sole source of information -- the teacher. Without the teacher as the disseminator of information, no student would have the pieces that they needed to construct bigger ideas and higher level thinking.\u003c/p>\n\u003cp>Socializing with others in class took place during some activities, but overall, the term “socializing” was used as a pejorative. Adding the comment “frequently socializes in class” to a student’s progress report was not considered a positive thing. Furthermore, in order to test whether the content had been effectively inculcated, assessment focused on measuring memorization. In a traditional classroom, a student who could listen attentively, and had the ability to gather and memorize facts, was in their element; however, the active student with the gift for gab, or whose mind went off on tangents, was not.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"58d47042a8aa83c949ffa4934846138c\"]\u003c/p>\n\u003cp>The skills necessary to be a student in today's information-rich environment are radically different. In an economy of abundant information, connected students neither need to sit still to access information nor slow themselves to the pace of the teacher or their classmates. They are often free to explore and discover -- often at their own pace and on topics of their own choosing.\u003c/p>\n\u003cp>At the core of finding and evaluating information from a wide variety of sources is the need to question and evaluate its validity to determine its true usefulness and worth. The student who actively challenges sources, as well as the thoughts and opinions of others in class, perches at the center of information processing. Social students excel in this environment as they collaborate and commingle ideas from individuals into greater community ideas, making them a potential asset to other students in their class rather than an interference.\u003c/p>\n\u003cp>While there's a place and time to be still, moving around the classroom to collaborate with others provides the active student with an outlet. Today, we don’t see classes that buzz with arguing and problem solving as disruptive -- we see them as active and engaged.\u003c/p>\n\u003cp>Imagine the consequences for a school in transition where some classrooms operate under the old framework and others under the new. Consider the difficulty for individual teachers whose students might split their time between classes operating on different models. Difficulties could potentially arise in defining “good” student behavior as well as classroom expectations.\u003c/p>\n\u003cp>Beyond increasing the amount of information that students can access, the new abundant economy of information has far greater implications. It represents both a shift in the way that future classrooms will operate as well as in the student behaviors that we will value and expect.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Beyond increasing the amount of information that students can access, the new abundant economy of information has far greater implications. It represents both a shift in the way that future classrooms will operate as well as in the student behaviors that we will value and expect. ","status":"publish","parent":0,"modified":1397689135,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":621},"headData":{"title":"How Are Students' Roles Changing in the New Economy of Information? | KQED","description":"Beyond increasing the amount of information that students can access, the new abundant economy of information has far greater implications. It represents both a shift in the way that future classrooms will operate as well as in the student behaviors that we will value and expect. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Are Students' Roles Changing in the New Economy of Information?","datePublished":"2014-03-31T15:13:59.000Z","dateModified":"2014-04-16T22:58:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"34787 http://blogs.kqed.org/mindshift/?p=34787","disqusUrl":"https://ww2.kqed.org/mindshift/2014/03/31/how-are-students-roles-changing-in-the-new-economy-of-information/","disqusTitle":"How Are Students' Roles Changing in the New Economy of Information?","path":"/mindshift/34787/how-are-students-roles-changing-in-the-new-economy-of-information","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34794\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34794\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/IMG_8793-e1395881392623.jpg\" alt=\"IMG_8793\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/IMG_8793-e1395881392623.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/IMG_8793-e1395881392623-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/IMG_8793-e1395881392623-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Part 2 in the series \u003ca href=\"http://ww2.kqed.org/mindshift/series/learning-in-the-new-economy-of-information/\" target=\"_blank\">Learning In the New Economy of Information.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/ShawnMcCusker\">\u003cstrong>By Shawn McCusker\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Perhaps one of the most powerful expectations of students in an environment of scarcity is that they \u003cstrong>not\u003c/strong> question the source of the information. As the modern classroom \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-can-teachers-prepare-kids-for-a-connected-world/\" target=\"_blank\">has become connected\u003c/a>, the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/teaching-in-the-new-abundant-economy-of-information/\" target=\"_blank\">amount of information\u003c/a> available to both teachers and students has exponentially increased. Where teachers once lectured about important ideas and events, or shared their acquired knowledge with their students, today’s classrooms can see every key primary source document, the actual notes of great scientists, and a limitless amount of literary criticism. For students, this abundance of information means not only a changing role from the traditional classroom, but also a \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/if-robots-will-run-the-world-what-should-students-learn/\" target=\"_blank\">drastically different set of skills and expectations\u003c/a>.\u003c/p>\n\u003cp>For generations, being a student meant being the recipient of scarce information. This role of the dutiful recipient came with a certain set of behavioral expectations. The student who could not sit still, or could not slow themselves to the pace of the teacher, was a problem to the class, as her disruption interfered with the sole source of information -- the teacher. Without the teacher as the disseminator of information, no student would have the pieces that they needed to construct bigger ideas and higher level thinking.\u003c/p>\n\u003cp>Socializing with others in class took place during some activities, but overall, the term “socializing” was used as a pejorative. Adding the comment “frequently socializes in class” to a student’s progress report was not considered a positive thing. Furthermore, in order to test whether the content had been effectively inculcated, assessment focused on measuring memorization. In a traditional classroom, a student who could listen attentively, and had the ability to gather and memorize facts, was in their element; however, the active student with the gift for gab, or whose mind went off on tangents, was not.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The skills necessary to be a student in today's information-rich environment are radically different. In an economy of abundant information, connected students neither need to sit still to access information nor slow themselves to the pace of the teacher or their classmates. They are often free to explore and discover -- often at their own pace and on topics of their own choosing.\u003c/p>\n\u003cp>At the core of finding and evaluating information from a wide variety of sources is the need to question and evaluate its validity to determine its true usefulness and worth. The student who actively challenges sources, as well as the thoughts and opinions of others in class, perches at the center of information processing. Social students excel in this environment as they collaborate and commingle ideas from individuals into greater community ideas, making them a potential asset to other students in their class rather than an interference.\u003c/p>\n\u003cp>While there's a place and time to be still, moving around the classroom to collaborate with others provides the active student with an outlet. Today, we don’t see classes that buzz with arguing and problem solving as disruptive -- we see them as active and engaged.\u003c/p>\n\u003cp>Imagine the consequences for a school in transition where some classrooms operate under the old framework and others under the new. Consider the difficulty for individual teachers whose students might split their time between classes operating on different models. Difficulties could potentially arise in defining “good” student behavior as well as classroom expectations.\u003c/p>\n\u003cp>Beyond increasing the amount of information that students can access, the new abundant economy of information has far greater implications. It represents both a shift in the way that future classrooms will operate as well as in the student behaviors that we will value and expect.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/34787/how-are-students-roles-changing-in-the-new-economy-of-information","authors":["4354"],"series":["mindshift_20667"],"categories":["mindshift_192"],"tags":["mindshift_322","mindshift_1040"],"label":"mindshift_20667"},"mindshift_34294":{"type":"posts","id":"mindshift_34294","meta":{"index":"posts_1591205157","site":"mindshift","id":"34294","score":null,"sort":[1394118024000]},"guestAuthors":[],"slug":"teaching-in-the-new-abundant-economy-of-information","title":"Teaching in the New (Abundant) Economy of Information","publishDate":1394118024,"format":"aside","headTitle":"LEARNING IN THE NEW ECONOMY OF INFORMATION | MindShift | KQED News","labelTerm":{"term":20667,"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"aligncenter size-large wp-image-34301\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/180691147-640x310.jpg\" alt=\"180691147\" width=\"640\" height=\"310\">\u003c/p>\n\u003cp>\u003cem>Part 1 in the series \u003ca href=\"http://ww2.kqed.org/mindshift/series/learning-in-the-new-economy-of-information/\" target=\"_blank\">Learning In the New Economy of Information\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/ShawnMcCusker\">\u003cstrong>By Shawn McCusker\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">In the past 10 years, perhaps nothing has changed more than the relationship between teachers and the information being distributed in their classrooms. Historically, the role of teacher has always been that of gatekeeper and distributor of the course canon. Information was dispensed. Students were encouraged to arrive at their own conclusions and interpret information, but they were limited by the fact that they were operating in a scarce economy of information (teacher, textbook and a limited number of outside sources). For the most part, the teacher was the sole provider of content, and though many teachers worked to provide quality materials and move away from a lecture-based curriculum, even these provided resources were no less teacher directed.\u003c/p>\n\u003cp>With the proliferation of mobile technology, our ability to access information has increased, dramatically changing the practice of teaching. Comparing the two scenarios, the circumstances couldn't be more different.\u003c/p>\n\u003ch3>Teaching in an Environment of Scarcity\u003c/h3>\n\u003cp>When teaching in an environment of informational scarcity, lessons that deeply explored a subject were limited by the resources that the school library had available, as well as students' ability to access them. (Remember encyclopedias labeled “Reference: Do not remove from library”?) Even the most thorough research might yield only a few resources. To put it simply, your Lego castle could be no larger than the maximum number of bricks that you possessed. There just weren’t that many bricks available for building.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"1d08ecf02cd552d2aa24851366c4c556\"]\u003c/p>\n\u003cp>In this information scarce environment, the main form of instruction was a lecture, and the tools that dominated the classroom were just as understandably those that distributed the limited information: textbooks and chalkboards. Much of early educational technology consisted of tools to enhance the lecture. While PowerPoint is often derided today, at its inception, it offered an effective way to share pictures and graphics, emphasize information, and ration the delivery of content (just as the cover paper on an overhead slide once did, only better).\u003c/p>\n\u003cp>A teacher might spend the better part of her career collecting effective, appropriate, and accessible sources for their students -- think of all the hours and money spent finding specific artifacts at libraries and museums, which today can be found through one search of Google images. But before that was possible, finding, evaluating, preparing, copying, and distributing such materials made lessons with rich resources a rarity, and came at the cost of time -- the ultimate educational currency.\u003c/p>\n\u003ch3>The New Economy of Abundance\u003c/h3>\n\u003cp>\u003c/p>\n\u003cp>Today, there's almost an over-abundance of information. A class of students could easily collect and process 100 potential sources in a single class. They can access materials from different eras and regions. They have access to experts and their work. It's becoming common for actual artifacts to be available online; and in many cases, replicas of artifacts can even be downloaded and reconstructed with a 3D printer.\u003c/p>\n\u003cdiv title=\"Page 2\">\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>In an economy of such abundant information, the teacher who still insists upon distributing information via lecture is competing with primary sources and documents that would allow students to actively participate in ways far deeper than simply listening. If a student can download a PowerPoint, or take pictures of notes on the board, is it the most efficient use of class time to have them copy content line by line? The speed with which information can be accessed and shared seems to invalidate the pace of the everyday lecture.\u003c/p>\n\u003cp>But far from devaluing the role of the modern teacher, the new economy of information has freed teachers from their role as “font of knowledge” and allowed them to become chief analyzer, validity coach, research assistant, master differentiator, and creator of a shared learning experience. Today’s teacher will have to make sense of information that he may not be able to predict (because it is student generated), and yet still ensure that the daily learning objective is met. This is done by highlighting and celebrating successes, building skills, and honing the ability to evaluate information.\u003c/p>\n\u003cp>In the past, teachers gave life to learning for generations of students -- no different than today. But they were operating in an environment of scarcity that would make today’s teachers cringe (and they do, every time the Internet is down for more than just\u003cbr>\na short while). As the information available and our ability to access it increases, this new economy of information is transforming the practice of teaching and the roles of both teacher and student.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\n","blocks":[],"excerpt":"With the proliferation of mobile technology, our ability to access information has increased, dramatically changing the practice of teaching. Comparing the two scenarios, the circumstances couldn't be more different.","status":"publish","parent":0,"modified":1397690335,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":764},"headData":{"title":"Teaching in the New (Abundant) Economy of Information | KQED","description":"With the proliferation of mobile technology, our ability to access information has increased, dramatically changing the practice of teaching. Comparing the two scenarios, the circumstances couldn't be more different.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Teaching in the New (Abundant) Economy of Information","datePublished":"2014-03-06T15:00:24.000Z","dateModified":"2014-04-16T23:18:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"34294 http://blogs.kqed.org/mindshift/?p=34294","disqusUrl":"https://ww2.kqed.org/mindshift/2014/03/06/teaching-in-the-new-abundant-economy-of-information/","disqusTitle":"Teaching in the New (Abundant) Economy of Information","path":"/mindshift/34294/teaching-in-the-new-abundant-economy-of-information","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-large wp-image-34301\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/180691147-640x310.jpg\" alt=\"180691147\" width=\"640\" height=\"310\">\u003c/p>\n\u003cp>\u003cem>Part 1 in the series \u003ca href=\"http://ww2.kqed.org/mindshift/series/learning-in-the-new-economy-of-information/\" target=\"_blank\">Learning In the New Economy of Information\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/ShawnMcCusker\">\u003cstrong>By Shawn McCusker\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">In the past 10 years, perhaps nothing has changed more than the relationship between teachers and the information being distributed in their classrooms. Historically, the role of teacher has always been that of gatekeeper and distributor of the course canon. Information was dispensed. Students were encouraged to arrive at their own conclusions and interpret information, but they were limited by the fact that they were operating in a scarce economy of information (teacher, textbook and a limited number of outside sources). For the most part, the teacher was the sole provider of content, and though many teachers worked to provide quality materials and move away from a lecture-based curriculum, even these provided resources were no less teacher directed.\u003c/p>\n\u003cp>With the proliferation of mobile technology, our ability to access information has increased, dramatically changing the practice of teaching. Comparing the two scenarios, the circumstances couldn't be more different.\u003c/p>\n\u003ch3>Teaching in an Environment of Scarcity\u003c/h3>\n\u003cp>When teaching in an environment of informational scarcity, lessons that deeply explored a subject were limited by the resources that the school library had available, as well as students' ability to access them. (Remember encyclopedias labeled “Reference: Do not remove from library”?) Even the most thorough research might yield only a few resources. To put it simply, your Lego castle could be no larger than the maximum number of bricks that you possessed. There just weren’t that many bricks available for building.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>In this information scarce environment, the main form of instruction was a lecture, and the tools that dominated the classroom were just as understandably those that distributed the limited information: textbooks and chalkboards. Much of early educational technology consisted of tools to enhance the lecture. While PowerPoint is often derided today, at its inception, it offered an effective way to share pictures and graphics, emphasize information, and ration the delivery of content (just as the cover paper on an overhead slide once did, only better).\u003c/p>\n\u003cp>A teacher might spend the better part of her career collecting effective, appropriate, and accessible sources for their students -- think of all the hours and money spent finding specific artifacts at libraries and museums, which today can be found through one search of Google images. But before that was possible, finding, evaluating, preparing, copying, and distributing such materials made lessons with rich resources a rarity, and came at the cost of time -- the ultimate educational currency.\u003c/p>\n\u003ch3>The New Economy of Abundance\u003c/h3>\n\u003cp>\u003c/p>\n\u003cp>Today, there's almost an over-abundance of information. A class of students could easily collect and process 100 potential sources in a single class. They can access materials from different eras and regions. They have access to experts and their work. It's becoming common for actual artifacts to be available online; and in many cases, replicas of artifacts can even be downloaded and reconstructed with a 3D printer.\u003c/p>\n\u003cdiv title=\"Page 2\">\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>In an economy of such abundant information, the teacher who still insists upon distributing information via lecture is competing with primary sources and documents that would allow students to actively participate in ways far deeper than simply listening. If a student can download a PowerPoint, or take pictures of notes on the board, is it the most efficient use of class time to have them copy content line by line? The speed with which information can be accessed and shared seems to invalidate the pace of the everyday lecture.\u003c/p>\n\u003cp>But far from devaluing the role of the modern teacher, the new economy of information has freed teachers from their role as “font of knowledge” and allowed them to become chief analyzer, validity coach, research assistant, master differentiator, and creator of a shared learning experience. Today’s teacher will have to make sense of information that he may not be able to predict (because it is student generated), and yet still ensure that the daily learning objective is met. This is done by highlighting and celebrating successes, building skills, and honing the ability to evaluate information.\u003c/p>\n\u003cp>In the past, teachers gave life to learning for generations of students -- no different than today. But they were operating in an environment of scarcity that would make today’s teachers cringe (and they do, every time the Internet is down for more than just\u003cbr>\na short while). As the information available and our ability to access it increases, this new economy of information is transforming the practice of teaching and the roles of both teacher and student.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/34294/teaching-in-the-new-abundant-economy-of-information","authors":["4354"],"series":["mindshift_20667"],"categories":["mindshift_192"],"tags":["mindshift_322","mindshift_1040","mindshift_20643"],"featImg":"mindshift_34301","label":"mindshift_20667"},"mindshift_22756":{"type":"posts","id":"mindshift_22756","meta":{"index":"posts_1591205157","site":"mindshift","id":"22756","score":null,"sort":[1342038585000]},"guestAuthors":[],"slug":"letting-fourth-graders-solve-the-worlds-problems","title":"Letting Fourth Graders Solve the World's Problems","publishDate":1342038585,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cobject width=\"526\" height=\"374\" classid=\"d27cdb6e-ae6d-11cf-96b8-444553540000\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"allowScriptAccess\" value=\"always\">\u003cparam name=\"wmode\" value=\"transparent\">\u003cparam name=\"bgColor\" value=\"#ffffff\">\u003cparam name=\"flashvars\" value=\"vu=http://video.ted.com/talk/stream/2011/Blank/JohnHunter_2011-320k.mp4&su=http://images.ted.com/images/ted/tedindex/embed-posters/JohnHunter-2011.embed_thumbnail.jpg&vw=512&vh=288&ap=0&ti=1127&lang=en&introDuration=15330&adDuration=4000&postAdDuration=830&adKeys=talk=john_hunter_on_the_world_peace_game;year=2011;theme=master_storytellers;theme=tales_of_invention;theme=the_creative_spark;theme=the_rise_of_collaboration;theme=rethinking_poverty;theme=how_we_learn;theme=listening_to_teachers;theme=design_like_you_give_a_damn;event=TED2011;tag=design;tag=education;tag=gaming;tag=global+issues;tag=government;tag=peace;tag=politics;tag=war;&preAdTag=tconf.ted/embed;tile=1;sz=512x288;\">\u003cparam name=\"src\" value=\"http://video.ted.com/assets/player/swf/EmbedPlayer.swf\">\u003cparam name=\"pluginspace\" value=\"http://www.macromedia.com/go/getflashplayer\">\u003cparam name=\"allowfullscreen\" value=\"true\">\u003cparam name=\"allowscriptaccess\" value=\"always\">\u003cembed width=\"526\" height=\"374\" type=\"application/x-shockwave-flash\" src=\"http://video.ted.com/assets/player/swf/EmbedPlayer.swf\" allowfullscreen=\"true\" allowscriptaccess=\"always\" wmode=\"transparent\" bgcolor=\"#ffffff\" flashvars=\"vu=http://video.ted.com/talk/stream/2011/Blank/JohnHunter_2011-320k.mp4&su=http://images.ted.com/images/ted/tedindex/embed-posters/JohnHunter-2011.embed_thumbnail.jpg&vw=512&vh=288&ap=0&ti=1127&lang=en&introDuration=15330&adDuration=4000&postAdDuration=830&adKeys=talk=john_hunter_on_the_world_peace_game;year=2011;theme=master_storytellers;theme=tales_of_invention;theme=the_creative_spark;theme=the_rise_of_collaboration;theme=rethinking_poverty;theme=how_we_learn;theme=listening_to_teachers;theme=design_like_you_give_a_damn;event=TED2011;tag=design;tag=education;tag=gaming;tag=global+issues;tag=government;tag=peace;tag=politics;tag=war;&preAdTag=tconf.ted/embed;tile=1;sz=512x288;\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp class=\"dropcap-serif\">John Hunter puts all the problems of the world on a 4'x5' plywood board and lets his 4th-graders solve them. In this TED Talk, Hunter, who's been named one of Time Magazine's \u003ca href=\"http://ideas.time.com/2012/01/13/school-of-thought-12-education-activists-for-2012/#john-hunter-the-inspiration\">education activists for 2012\u003c/a>, explains how his \u003ca href=\"http://www.worldpeacegame.org/\">World Peace Game\u003c/a> engages schoolkids, and why the complex lessons it teaches -- spontaneous, and always surprising -- go further than classroom lectures can.\u003c/p>\n\u003cp>Students must deconstruct a 13-page crisis document with interlocking problems like ethnic and \u003c!--more-->minority tensions, chemical and nuclear spills, oil spills, environmental disasters, water rights disputes, breakaway republics, famine, endangered species and global warming.\u003c/p>\n\u003cp>In the process of solving these problems in class, Hunter says he hands over the reigns to students.\u003c/p>\n\u003cp>\"It's a serious question: who is really in charge? I've learned to cede control of the classroom over to the students over time. There's a trust and an understanding and a dedication to an ideal that I simply don't have to do what I thought I had to do as a beginning teacher: control every conversation and response in the classroom. It's impossible. Their collective wisdom is much greater than mine, and I admit it to them openly,\" he says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A documentary, \u003cem>World Peace and Other Fourth-Grade Achievements,\u003c/em> offers a look into how the game is played in class, and how it influences the dynamic of teachers and students.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1342038995,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":238},"headData":{"title":"Letting Fourth Graders Solve the World's Problems | KQED","description":"John Hunter puts all the problems of the world on a 4'x5' plywood board and lets his 4th-graders solve them. In this TED Talk, Hunter, who's been named one of Time Magazine's education activists for 2012, explains how his World Peace Game engages schoolkids, and why the complex lessons it teaches -- spontaneous, and always","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Letting Fourth Graders Solve the World's Problems","datePublished":"2012-07-11T20:29:45.000Z","dateModified":"2012-07-11T20:36:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"22756 http://blogs.kqed.org/mindshift/?p=22756","disqusUrl":"https://ww2.kqed.org/mindshift/2012/07/11/letting-fourth-graders-solve-the-worlds-problems/","disqusTitle":"Letting Fourth Graders Solve the World's Problems","path":"/mindshift/22756/letting-fourth-graders-solve-the-worlds-problems","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cobject width=\"526\" height=\"374\" classid=\"d27cdb6e-ae6d-11cf-96b8-444553540000\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"allowScriptAccess\" value=\"always\">\u003cparam name=\"wmode\" value=\"transparent\">\u003cparam name=\"bgColor\" value=\"#ffffff\">\u003cparam name=\"flashvars\" value=\"vu=http://video.ted.com/talk/stream/2011/Blank/JohnHunter_2011-320k.mp4&su=http://images.ted.com/images/ted/tedindex/embed-posters/JohnHunter-2011.embed_thumbnail.jpg&vw=512&vh=288&ap=0&ti=1127&lang=en&introDuration=15330&adDuration=4000&postAdDuration=830&adKeys=talk=john_hunter_on_the_world_peace_game;year=2011;theme=master_storytellers;theme=tales_of_invention;theme=the_creative_spark;theme=the_rise_of_collaboration;theme=rethinking_poverty;theme=how_we_learn;theme=listening_to_teachers;theme=design_like_you_give_a_damn;event=TED2011;tag=design;tag=education;tag=gaming;tag=global+issues;tag=government;tag=peace;tag=politics;tag=war;&preAdTag=tconf.ted/embed;tile=1;sz=512x288;\">\u003cparam name=\"src\" value=\"http://video.ted.com/assets/player/swf/EmbedPlayer.swf\">\u003cparam name=\"pluginspace\" value=\"http://www.macromedia.com/go/getflashplayer\">\u003cparam name=\"allowfullscreen\" value=\"true\">\u003cparam name=\"allowscriptaccess\" value=\"always\">\u003cembed width=\"526\" height=\"374\" type=\"application/x-shockwave-flash\" src=\"http://video.ted.com/assets/player/swf/EmbedPlayer.swf\" allowfullscreen=\"true\" allowscriptaccess=\"always\" wmode=\"transparent\" bgcolor=\"#ffffff\" flashvars=\"vu=http://video.ted.com/talk/stream/2011/Blank/JohnHunter_2011-320k.mp4&su=http://images.ted.com/images/ted/tedindex/embed-posters/JohnHunter-2011.embed_thumbnail.jpg&vw=512&vh=288&ap=0&ti=1127&lang=en&introDuration=15330&adDuration=4000&postAdDuration=830&adKeys=talk=john_hunter_on_the_world_peace_game;year=2011;theme=master_storytellers;theme=tales_of_invention;theme=the_creative_spark;theme=the_rise_of_collaboration;theme=rethinking_poverty;theme=how_we_learn;theme=listening_to_teachers;theme=design_like_you_give_a_damn;event=TED2011;tag=design;tag=education;tag=gaming;tag=global+issues;tag=government;tag=peace;tag=politics;tag=war;&preAdTag=tconf.ted/embed;tile=1;sz=512x288;\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp class=\"dropcap-serif\">John Hunter puts all the problems of the world on a 4'x5' plywood board and lets his 4th-graders solve them. In this TED Talk, Hunter, who's been named one of Time Magazine's \u003ca href=\"http://ideas.time.com/2012/01/13/school-of-thought-12-education-activists-for-2012/#john-hunter-the-inspiration\">education activists for 2012\u003c/a>, explains how his \u003ca href=\"http://www.worldpeacegame.org/\">World Peace Game\u003c/a> engages schoolkids, and why the complex lessons it teaches -- spontaneous, and always surprising -- go further than classroom lectures can.\u003c/p>\n\u003cp>Students must deconstruct a 13-page crisis document with interlocking problems like ethnic and \u003c!--more-->minority tensions, chemical and nuclear spills, oil spills, environmental disasters, water rights disputes, breakaway republics, famine, endangered species and global warming.\u003c/p>\n\u003cp>In the process of solving these problems in class, Hunter says he hands over the reigns to students.\u003c/p>\n\u003cp>\"It's a serious question: who is really in charge? I've learned to cede control of the classroom over to the students over time. There's a trust and an understanding and a dedication to an ideal that I simply don't have to do what I thought I had to do as a beginning teacher: control every conversation and response in the classroom. It's impossible. Their collective wisdom is much greater than mine, and I admit it to them openly,\" he says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A documentary, \u003cem>World Peace and Other Fourth-Grade Achievements,\u003c/em> offers a look into how the game is played in class, and how it influences the dynamic of teachers and students.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/22756/letting-fourth-graders-solve-the-worlds-problems","authors":["4354"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_322","mindshift_905","mindshift_135","mindshift_904"],"featImg":"mindshift_22765","label":"mindshift"},"mindshift_17373":{"type":"posts","id":"mindshift_17373","meta":{"index":"posts_1591205157","site":"mindshift","id":"17373","score":null,"sort":[1323378054000]},"guestAuthors":[],"slug":"what-adults-can-learn-from-kids","title":"What Adults Can Learn From Kids","publishDate":1323378054,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>This week, a group of educators and entrepreneurs got together at the \u003ca href=\"http://bigideasfest.org\">Big Ideas Fest \u003c/a>to push forward smart, actionable innovations in education. (I'll report more on the event in the coming week.)\u003c/p>\n\u003cp>One of the many inspiring talks at the event was given by the 13-year-old wonder-girl Adora Svitak. She's a superstar, no question -- she's written three books and taught in more than 400 classrooms across the world.\u003c/p>\n\u003cp>Her \u003ca href=\"http://www.ted.com/talks/adora_svitak.html\">TED Talk \u003c/a>has been watched more than 1.5 million times. And what she so aptly compels us to do in this talk is think as a two-direction proposition. (Read more about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/rewards-of-role-reversal-teachers-learn-students-teach/\">rewards of role reversal\u003c/a>.) \"Students should be able to teach teachers,\" she says. \"Learning should be reciprocal.\" And she goes on to show us all the different ways in which grownups have learned from kids.\u003c/p>\n\u003cp>Another great lesson from a kid.\u003c/p>\n\u003cp>http://youtu.be/V-bjOJzB7LY\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1323317485,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":158},"headData":{"title":"What Adults Can Learn From Kids | KQED","description":"This week, a group of educators and entrepreneurs got together at the Big Ideas Fest to push forward smart, actionable innovations in education. (I'll report more on the event in the coming week.) One of the many inspiring talks at the event was given by the 13-year-old wonder-girl Adora Svitak. She's a superstar, no question","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Adults Can Learn From Kids","datePublished":"2011-12-08T21:00:54.000Z","dateModified":"2011-12-08T04:11:25.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"17373 http://blogs.kqed.org/mindshift/?p=17373","disqusUrl":"https://ww2.kqed.org/mindshift/2011/12/08/what-adults-can-learn-from-kids/","disqusTitle":"What Adults Can Learn From Kids","path":"/mindshift/17373/what-adults-can-learn-from-kids","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>This week, a group of educators and entrepreneurs got together at the \u003ca href=\"http://bigideasfest.org\">Big Ideas Fest \u003c/a>to push forward smart, actionable innovations in education. (I'll report more on the event in the coming week.)\u003c/p>\n\u003cp>One of the many inspiring talks at the event was given by the 13-year-old wonder-girl Adora Svitak. She's a superstar, no question -- she's written three books and taught in more than 400 classrooms across the world.\u003c/p>\n\u003cp>Her \u003ca href=\"http://www.ted.com/talks/adora_svitak.html\">TED Talk \u003c/a>has been watched more than 1.5 million times. And what she so aptly compels us to do in this talk is think as a two-direction proposition. (Read more about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/rewards-of-role-reversal-teachers-learn-students-teach/\">rewards of role reversal\u003c/a>.) \"Students should be able to teach teachers,\" she says. \"Learning should be reciprocal.\" And she goes on to show us all the different ways in which grownups have learned from kids.\u003c/p>\n\u003cp>Another great lesson from a kid.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/V-bjOJzB7LY'\n title='//www.youtube.com/embed/V-bjOJzB7LY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/17373/what-adults-can-learn-from-kids","authors":["180"],"categories":["mindshift_194"],"tags":["mindshift_322"],"label":"mindshift"},"mindshift_8829":{"type":"posts","id":"mindshift_8829","meta":{"index":"posts_1591205157","site":"mindshift","id":"8829","score":null,"sort":[1299006208000]},"guestAuthors":[],"slug":"all-hands-on-deck-blurring-lines-between-parent-teacher-learner","title":"All Hands on Deck: Blurring Lines Between Parent, Teacher, Learner Roles","publishDate":1299006208,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/?attachment_id=8837http://www.flickr.com/photos/katerha/4304679964/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-8837\" title=\"Katerha\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Katerha-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>Educators are thought of as parental figures in school. We trust them to nurture our kids, to impart important ideas about the world and how to negotiate it -- at least during school hours.\u003c/p>\n\u003cp>The division of labor is expected from both sides. Educators want parents to be active participants in their children's learning, and parents expect teachers to engage and challenge their kids in class. When they're both involved, the setting is ripe for the best kind of learning for kids.\u003c/p>\n\u003cp>But these boundaries blur. Where does a parent's participation end and an educator's begin? Add to this the unmitigated power of the Internet, allowing kids to take charge of their own learning and define their own passions, and the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">control shift \u003c/a>becomes even more amorphous.\u003c/p>\n\u003cp>Two educators' blogs address this idea from their own perspectives.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>New York-based teacher Lisa Nielson writes in \u003ca href=\"http://theinnovativeeducator.blogspot.com/2011/02/20-ideas-for-parents-sick-of-waiting.html\">The Innovative Educator\u003c/a>, as one of her 20 ideas for parent participation:\u003c/p>\n\u003cblockquote>\u003cp>Whether you want your child to have a particular learning opportunity or you don't want your child subjected to meaningless test prep, parents can push schools to stop with the one-size-fits all learning and become partners at tailoring their learning to children as individuals.\u003c/p>\n\u003cp>If a teacher had to come up with an individual learning plan for every student for every subject, it might seem overwhelming. But what if we didn't require teachers to own the learning and instead, let students and parents own the learning.\u003c/p>\u003c/blockquote>\n\u003cp>Teacher Lisa Cooley takes it further. In her comment on \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/what-students-need-from-teachers/\">\"What Students Need from Teachers,\"\u003c/a> she writes:\u003c/p>\n\u003cblockquote>\u003cp>I don't want to take issue with any of the points, above, but it is all based on the need we have as adults to decide what kids learn. I help students find their passions, and I provide the means and the guidance to help them pursue and develop them.\u003c/p>\u003c/blockquote>\n\u003cp>I'm especially fascinated with her view \u003cstrong>on authority\u003c/strong> on her blog \u003ca href=\"http://mindsofkids.blogspot.com/2011/01/guest-blogger-students-thoughts-about.html\">The Minds of Kids\u003c/a>.\u003c/p>\n\u003cblockquote>\u003cp>What it is that bestows it on one person or a group of people, and how it is used. Adults have a position of natural authority over children, and that is appropriate. Adults are the guides and protectors of children. But why does authority sometimes morph to authoritarianism? What is the difference? We as adults come by our authority over children through our age and experience, and also through the love we have for them. Why turn that into the baseball bat of authoritarianism?\u003c/p>\n\u003cp>Allowing children to pursue their passions, exposing them to new things, providing a wonderful candy store of ideas and places and people and giving them everything they need to select what makes them happy: how is that giving up our authority? You don't lose anything when you respect the wishes and needs of children. You gain their returned respect.\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\n\u003cp>These ideas combined make learning a three-way endeavor, divided equally between parent, educator, and learner. Boundaries fully blurred, but eyes wide open.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1299006222,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":503},"headData":{"title":"All Hands on Deck: Blurring Lines Between Parent, Teacher, Learner Roles | KQED","description":"Educators are thought of as parental figures in school. We trust them to nurture our kids, to impart important ideas about the world and how to negotiate it -- at least during school hours. The division of labor is expected from both sides. Educators want parents to be active participants in their children's learning, and","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"All Hands on Deck: Blurring Lines Between Parent, Teacher, Learner Roles","datePublished":"2011-03-01T19:03:28.000Z","dateModified":"2011-03-01T19:03:42.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"8829 http://blogs.kqed.org/mindshift/?p=8829","disqusUrl":"https://ww2.kqed.org/mindshift/2011/03/01/all-hands-on-deck-blurring-lines-between-parent-teacher-learner/","disqusTitle":"All Hands on Deck: Blurring Lines Between Parent, Teacher, Learner Roles","path":"/mindshift/8829/all-hands-on-deck-blurring-lines-between-parent-teacher-learner","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/?attachment_id=8837http://www.flickr.com/photos/katerha/4304679964/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-8837\" title=\"Katerha\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Katerha-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>Educators are thought of as parental figures in school. We trust them to nurture our kids, to impart important ideas about the world and how to negotiate it -- at least during school hours.\u003c/p>\n\u003cp>The division of labor is expected from both sides. Educators want parents to be active participants in their children's learning, and parents expect teachers to engage and challenge their kids in class. When they're both involved, the setting is ripe for the best kind of learning for kids.\u003c/p>\n\u003cp>But these boundaries blur. Where does a parent's participation end and an educator's begin? Add to this the unmitigated power of the Internet, allowing kids to take charge of their own learning and define their own passions, and the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">control shift \u003c/a>becomes even more amorphous.\u003c/p>\n\u003cp>Two educators' blogs address this idea from their own perspectives.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>New York-based teacher Lisa Nielson writes in \u003ca href=\"http://theinnovativeeducator.blogspot.com/2011/02/20-ideas-for-parents-sick-of-waiting.html\">The Innovative Educator\u003c/a>, as one of her 20 ideas for parent participation:\u003c/p>\n\u003cblockquote>\u003cp>Whether you want your child to have a particular learning opportunity or you don't want your child subjected to meaningless test prep, parents can push schools to stop with the one-size-fits all learning and become partners at tailoring their learning to children as individuals.\u003c/p>\n\u003cp>If a teacher had to come up with an individual learning plan for every student for every subject, it might seem overwhelming. But what if we didn't require teachers to own the learning and instead, let students and parents own the learning.\u003c/p>\u003c/blockquote>\n\u003cp>Teacher Lisa Cooley takes it further. In her comment on \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/what-students-need-from-teachers/\">\"What Students Need from Teachers,\"\u003c/a> she writes:\u003c/p>\n\u003cblockquote>\u003cp>I don't want to take issue with any of the points, above, but it is all based on the need we have as adults to decide what kids learn. I help students find their passions, and I provide the means and the guidance to help them pursue and develop them.\u003c/p>\u003c/blockquote>\n\u003cp>I'm especially fascinated with her view \u003cstrong>on authority\u003c/strong> on her blog \u003ca href=\"http://mindsofkids.blogspot.com/2011/01/guest-blogger-students-thoughts-about.html\">The Minds of Kids\u003c/a>.\u003c/p>\n\u003cblockquote>\u003cp>What it is that bestows it on one person or a group of people, and how it is used. Adults have a position of natural authority over children, and that is appropriate. Adults are the guides and protectors of children. But why does authority sometimes morph to authoritarianism? What is the difference? We as adults come by our authority over children through our age and experience, and also through the love we have for them. Why turn that into the baseball bat of authoritarianism?\u003c/p>\n\u003cp>Allowing children to pursue their passions, exposing them to new things, providing a wonderful candy store of ideas and places and people and giving them everything they need to select what makes them happy: how is that giving up our authority? You don't lose anything when you respect the wishes and needs of children. You gain their returned respect.\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\n\u003cp>These ideas combined make learning a three-way endeavor, divided equally between parent, educator, and learner. Boundaries fully blurred, but eyes wide open.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/8829/all-hands-on-deck-blurring-lines-between-parent-teacher-learner","authors":["180"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_322","mindshift_347"],"featImg":"mindshift_8837","label":"mindshift"},"mindshift_8354":{"type":"posts","id":"mindshift_8354","meta":{"index":"posts_1591205157","site":"mindshift","id":"8354","score":null,"sort":[1297891083000]},"guestAuthors":[],"slug":"whats-the-new-narrative-in-the-education-revolution","title":"What's the New Narrative in the Education Revolution?","publishDate":1297891083,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_8450\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/deanhp/4897670763/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-8450\" title=\"DaehyunPark\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/DaehyunPark-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>To Will Richardson, the word \"reform\" is inadequate in describing what needs to happen in education. \"Transformation\" is more accurate, and for years, he's been \u003ca href=\"http://weblogg-ed.com\">actively proselytizing \u003c/a>the need for a complete restructuring of the public education system. Richardson is now galvanizing his educator peers to send a loud -- and just as importantly, clear -- \u003ca href=\"http://weblogg-ed.com/2011/expanding-our-reach-engaging-parents-educon-23/\">message to parents\u003c/a> about \"the new faces of learning and change in schools.\"\u003c/p>\n\u003cp>His \u003ca href=\"http://weblogg-ed.com/2011/expanding-our-reach-engaging-parents-educon-23/\">challenge to his peers\u003c/a>: \"Can we leverage the networks that we currently have to bring 10,000 (or more) parents together across the country next fall to hold a real conversation about education and change?\"\u003c/p>\n\u003cp>I spoke to Richardson, the author of \u003ca href=\"http://www.amazon.com/dp/1412959721?tag=weblogged-20&camp=14573&creative=327641&linkCode=as1&creativeASIN=1412959721&adid=10NZ1MHW441ZEVX131PE&\">\u003cem>Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms\u003c/em>\u003c/a> about his views as an educator, about information control: adults (teachers and parents) figuring out their changing roles in children's lives, and what it will take to move the needle. (Part of the conversation is in last week's post \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">The Control Shift: A Grassroots Education Revolution Takes Shape\u003c/a>.\")\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Being an educator yourself and spending so much time with educators, what do you think their perception is of this issue of control?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>I talk about this a lot, and I help at least start conversations around why things are changing. The biggest shift that educators have to make is away from content expertise, and it’s a tough one for people to make. At the end of the day, we have to examine what we’re doing in terms of content in the classroom. It should be more about learning, helping kids get content on their own.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The control piece is really big because, if it’s acknowledged, it really leaves teachers and educators with this empty hole. “Well, if we’re not doing that, then what are we doing?” That’s where the conversation needs to be. And that’s not where a lot of people want to go. It’s a hard conversation to have. It’s very difficult for people to see themselves in a decidedly different role in the classroom.\u003c/p>\n\u003caside class=\"pullquote alignleft\">It’s very difficult for people to see themselves in a decidedly different role in the classroom.\u003c/aside>\n\u003cp>But the interesting thing is that all of them will acknowledge that it’s happening. I don’t think there's anyone fighting really hard for the idea that schools should be the places where we’re the ones who should mete out content, or that because content online is unfiltered and unedited, you can’t trust it. But it’s hard to take that next step, and say, “Okay, so we really \u003cem>do\u003c/em> have to change the whole concept of what we do at school, and away from content delivery to learning, and we really do have to change our roles as teachers to co-learners and supporters and mentors?”\u003c/p>\n\u003cp>And the parent part interests me too.\u003c/p>\n\u003cp>I don’t think parents really have a clue, in general. I think parents understand that schools need to do something different – but \"different\" doesn’t equate to anything really different at the end of the day because they want their kids to pass tests, get to college, do all the things that we define as traditionally successful. It’s less on the minds of parents in terms of real change in schools.\u003c/p>\n\u003cp>[Parents say]: \"There are places that are experimenting on that stuff, but don’t experiment on my kid. I want those grades. I want those scores, that diploma.\"\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003c!--more-->Q. That's what \u003c/strong>\u003c/em>\u003cstrong>they\u003c/strong>\u003cem>\u003cstrong> know as their own experience.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>Absolutely.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. It sounds like a pretty high mountain to climb, to make that shift.\u003cbr>\n\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>It is a pretty high mountain to climb, but I think it’s going to happen. I don’t mean this in the literal sense, but I don’t think there’s a peaceful path to this, in terms of everyone sitting down and agreeing that we have to do things differently. It's going to come in fairly typically slow, three-steps-forward, two-steps-back kinds of change that happens in schools. The only problem is that things seem to be changing so fast right now, and with the typical pace of change in schools, I don't know how it's going to keep up.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It is at the end of the day, all about control. The conversations we need to have are too hairy for most people to think about.\"\u003c/aside>\n\u003cp>One of the books that's influenced me a lot is \u003ca href=\"http://www.amazon.com/Rethinking-Education-Technology-Education-Connections-Education-Connections/dp/0807750026\">\u003cem>Rethinking Education in the Age of Technology\u003c/em>\u003c/a> by Allen Collins and Richard Halverson.\u003c/p>\n\u003cp>I think they’re right. They leave it with this idea: If we don’t figure this out, there will be lots of opportunities for the kids who have access to opt out and do things in a much more customized, personalized way that will eventually find accreditation and find acceptance in the larger conversations around education. Whereas there are going to be a lot of kids stuck in schools, and those schools won’t be able to make the shift.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Having \u003ca href=\"http://ww2.kqed.org/mindshift/tag/karen-cator/\">spoken to Department of Education's Director of Technology Karen Cator\u003c/a>, \u003c/strong>\u003c/em>\u003cem>\u003cstrong>\u003cem>\u003cstrong>i\u003c/strong>\u003c/em>t's hard to see \u003c/strong>\u003c/em>\u003cem>\u003cstrong>where policy can make a difference. It seems much more like something in the zeitgeist has to change.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>I agree. The rhetoric in the DOE's Education Technology plan is spot on. But I never get the sense there’s a path to implementation. And I don’t know if she has articulated one. \"You’re saying all the right things, but how are you going to get there?\"\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. One of my questions to her was, can you mandate any of this? And the answer is no, it has to go district by district, state by state.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>District by district, state by state, and yet schools are being seduced to doing what the administration wants them to do, or they’re not going to get anything. There’s no consistency in that message that I can find. I’m not optimistic about it. It’s nice to hold out there -- \"Things are changing and here’s how we have to change\" -- but at the end of the day, the impetus isn’t there.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. When it comes to schools, your comfort level with the wild west of the Web isn't typical. Most people are scared, and want to see and abide by what they think is \"official.\"\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>Because we can control it. It is at the end of the day, all about control. The conversations we need to have are too hairy for most people to think about. If you think about the way education is going... I love the idea of the unbundling of education – that all the stuff we used to do in schools is being unbundled, that we can find everything we need all over the place.\u003c/p>\n\u003cp>There's a piece of me that thinks the big step backwards we're taking right now is this response to this challenge that the Web is posing right now. People don’t know how to respond to it, so they’re just battening down the hatches, trying to keep doing what they’re doing, just better. But I'm hoping that it will fail miserably – but without hurting kids. I don’t see how that happens. That’s the horrible part of this. The next decade or so will be hugely disruptive and there will be a lot of kids who will be lost in this. Kids who are stuck in systems that will require them to pass the same old tests who aren’t going to have options that some people will have.\u003c/p>\n\u003cp>I know a lot of people who are in public schools who are thinking about what they're going to do with their kids. I don’t think I have any answers at all. If anything, I hope I’m asking the right questions.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. I guess it's a matter of getting people to think about it in those terms.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>The media is not giving us any column inches. Look at all the attention around \"Waiting for Superman,\" the media narrative is all around the party line.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"When we can finally begin to assess kids based on how well they do \u003cem>learning\u003c/em> instead of how well they do \u003cem>knowing\u003c/em>, that might be the first indicator that we might be moving needle somewhere.\"\u003c/p>\n\u003c/aside>\n\u003cp>I'm not sure how much scale these conversations are having. They're not taking place outside the networks we have, and I'm not sure our networks are that big. I go places all the time, and people look at me and say, \"What are you talking about?\" They don’t have a clue as to what is going on... And I'm talking about people who are going to school, saying, \"We have to get our test scores up, because that’s what school’s about.\"\u003c/p>\n\u003cp>And I want to say to them, \"No, there's a really different narrative that's beginning to be put together outside of schools,\" and they say, \"What do you mean?\"\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What’s the definition of success for you? When do you think the school transformation piece will start to form, when you start to see something happening?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>That's the burning questions. How does that begin to happen? A lot of us who voted for Obama thought that was going be the impetus. That there would be a different vision of what schools are about and could do and it would be articulated on a different scale that we could work toward, and it obviously didn’t happen.\u003c/p>\n\u003cp>One of the big indicators will be when we get rid of these stupid tests that we make kids take. At some point, when we can finally begin to assess kids based on how well they do \u003cem>learning\u003c/em> instead of how well they do \u003cem>knowing\u003c/em>, that might be the first indicator that we might be moving needle somewhere. That’s a huge what-if, too. That’s a huge mountain too. It’s so ingrained.\u003c/p>\n\u003cp>I love being in this conversation in this moment about the way things are changing. I find it fascinating and interesting, but it is frustrating. There are no clear answers to this. No clear pathways. We struggle with this all the time. Chris Lehmann wants to build more schools, and I want to get to parents, and other people want to do something else. What is the way?\u003c/p>\n\u003cp>\u003cstrong>Q. Maybe it's the collaboration of all these efforts.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Yes, I'm sure it is.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. But nobody has the blueprint.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>And no one has the new story. We can \u003cem>kind\u003c/em> of tell what the new story is, but to really make it where people say, \"Oh yeah, let’s do that!\" -- it’s still really difficult to get to that point. It’s going to take a whole bunch of people doing it differently, and there will be a tipping point of some type where people realize this old system doesn’t work anymore. We really have to change it. But it’s going to be a very long and very difficult few years of trying to do that. There's no easy way to do it.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1297898915,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":1953},"headData":{"title":"What's the New Narrative in the Education Revolution? | KQED","description":"To Will Richardson, the word "reform" is inadequate in describing what needs to happen in education. "Transformation" is more accurate, and for years, he's been actively proselytizing the need for a complete restructuring of the public education system. Richardson is now galvanizing his educator peers to send a loud -- and just as importantly, clear","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What's the New Narrative in the Education Revolution?","datePublished":"2011-02-16T21:18:03.000Z","dateModified":"2011-02-16T23:28:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"8354 http://blogs.kqed.org/mindshift/?p=8354","disqusUrl":"https://ww2.kqed.org/mindshift/2011/02/16/whats-the-new-narrative-in-the-education-revolution/","disqusTitle":"What's the New Narrative in the Education Revolution?","path":"/mindshift/8354/whats-the-new-narrative-in-the-education-revolution","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_8450\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/deanhp/4897670763/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-8450\" title=\"DaehyunPark\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/DaehyunPark-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>To Will Richardson, the word \"reform\" is inadequate in describing what needs to happen in education. \"Transformation\" is more accurate, and for years, he's been \u003ca href=\"http://weblogg-ed.com\">actively proselytizing \u003c/a>the need for a complete restructuring of the public education system. Richardson is now galvanizing his educator peers to send a loud -- and just as importantly, clear -- \u003ca href=\"http://weblogg-ed.com/2011/expanding-our-reach-engaging-parents-educon-23/\">message to parents\u003c/a> about \"the new faces of learning and change in schools.\"\u003c/p>\n\u003cp>His \u003ca href=\"http://weblogg-ed.com/2011/expanding-our-reach-engaging-parents-educon-23/\">challenge to his peers\u003c/a>: \"Can we leverage the networks that we currently have to bring 10,000 (or more) parents together across the country next fall to hold a real conversation about education and change?\"\u003c/p>\n\u003cp>I spoke to Richardson, the author of \u003ca href=\"http://www.amazon.com/dp/1412959721?tag=weblogged-20&camp=14573&creative=327641&linkCode=as1&creativeASIN=1412959721&adid=10NZ1MHW441ZEVX131PE&\">\u003cem>Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms\u003c/em>\u003c/a> about his views as an educator, about information control: adults (teachers and parents) figuring out their changing roles in children's lives, and what it will take to move the needle. (Part of the conversation is in last week's post \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">The Control Shift: A Grassroots Education Revolution Takes Shape\u003c/a>.\")\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Being an educator yourself and spending so much time with educators, what do you think their perception is of this issue of control?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>I talk about this a lot, and I help at least start conversations around why things are changing. The biggest shift that educators have to make is away from content expertise, and it’s a tough one for people to make. At the end of the day, we have to examine what we’re doing in terms of content in the classroom. It should be more about learning, helping kids get content on their own.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The control piece is really big because, if it’s acknowledged, it really leaves teachers and educators with this empty hole. “Well, if we’re not doing that, then what are we doing?” That’s where the conversation needs to be. And that’s not where a lot of people want to go. It’s a hard conversation to have. It’s very difficult for people to see themselves in a decidedly different role in the classroom.\u003c/p>\n\u003caside class=\"pullquote alignleft\">It’s very difficult for people to see themselves in a decidedly different role in the classroom.\u003c/aside>\n\u003cp>But the interesting thing is that all of them will acknowledge that it’s happening. I don’t think there's anyone fighting really hard for the idea that schools should be the places where we’re the ones who should mete out content, or that because content online is unfiltered and unedited, you can’t trust it. But it’s hard to take that next step, and say, “Okay, so we really \u003cem>do\u003c/em> have to change the whole concept of what we do at school, and away from content delivery to learning, and we really do have to change our roles as teachers to co-learners and supporters and mentors?”\u003c/p>\n\u003cp>And the parent part interests me too.\u003c/p>\n\u003cp>I don’t think parents really have a clue, in general. I think parents understand that schools need to do something different – but \"different\" doesn’t equate to anything really different at the end of the day because they want their kids to pass tests, get to college, do all the things that we define as traditionally successful. It’s less on the minds of parents in terms of real change in schools.\u003c/p>\n\u003cp>[Parents say]: \"There are places that are experimenting on that stuff, but don’t experiment on my kid. I want those grades. I want those scores, that diploma.\"\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003c!--more-->Q. That's what \u003c/strong>\u003c/em>\u003cstrong>they\u003c/strong>\u003cem>\u003cstrong> know as their own experience.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>Absolutely.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. It sounds like a pretty high mountain to climb, to make that shift.\u003cbr>\n\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>It is a pretty high mountain to climb, but I think it’s going to happen. I don’t mean this in the literal sense, but I don’t think there’s a peaceful path to this, in terms of everyone sitting down and agreeing that we have to do things differently. It's going to come in fairly typically slow, three-steps-forward, two-steps-back kinds of change that happens in schools. The only problem is that things seem to be changing so fast right now, and with the typical pace of change in schools, I don't know how it's going to keep up.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It is at the end of the day, all about control. The conversations we need to have are too hairy for most people to think about.\"\u003c/aside>\n\u003cp>One of the books that's influenced me a lot is \u003ca href=\"http://www.amazon.com/Rethinking-Education-Technology-Education-Connections-Education-Connections/dp/0807750026\">\u003cem>Rethinking Education in the Age of Technology\u003c/em>\u003c/a> by Allen Collins and Richard Halverson.\u003c/p>\n\u003cp>I think they’re right. They leave it with this idea: If we don’t figure this out, there will be lots of opportunities for the kids who have access to opt out and do things in a much more customized, personalized way that will eventually find accreditation and find acceptance in the larger conversations around education. Whereas there are going to be a lot of kids stuck in schools, and those schools won’t be able to make the shift.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Having \u003ca href=\"http://ww2.kqed.org/mindshift/tag/karen-cator/\">spoken to Department of Education's Director of Technology Karen Cator\u003c/a>, \u003c/strong>\u003c/em>\u003cem>\u003cstrong>\u003cem>\u003cstrong>i\u003c/strong>\u003c/em>t's hard to see \u003c/strong>\u003c/em>\u003cem>\u003cstrong>where policy can make a difference. It seems much more like something in the zeitgeist has to change.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>I agree. The rhetoric in the DOE's Education Technology plan is spot on. But I never get the sense there’s a path to implementation. And I don’t know if she has articulated one. \"You’re saying all the right things, but how are you going to get there?\"\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. One of my questions to her was, can you mandate any of this? And the answer is no, it has to go district by district, state by state.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>District by district, state by state, and yet schools are being seduced to doing what the administration wants them to do, or they’re not going to get anything. There’s no consistency in that message that I can find. I’m not optimistic about it. It’s nice to hold out there -- \"Things are changing and here’s how we have to change\" -- but at the end of the day, the impetus isn’t there.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. When it comes to schools, your comfort level with the wild west of the Web isn't typical. Most people are scared, and want to see and abide by what they think is \"official.\"\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>Because we can control it. It is at the end of the day, all about control. The conversations we need to have are too hairy for most people to think about. If you think about the way education is going... I love the idea of the unbundling of education – that all the stuff we used to do in schools is being unbundled, that we can find everything we need all over the place.\u003c/p>\n\u003cp>There's a piece of me that thinks the big step backwards we're taking right now is this response to this challenge that the Web is posing right now. People don’t know how to respond to it, so they’re just battening down the hatches, trying to keep doing what they’re doing, just better. But I'm hoping that it will fail miserably – but without hurting kids. I don’t see how that happens. That’s the horrible part of this. The next decade or so will be hugely disruptive and there will be a lot of kids who will be lost in this. Kids who are stuck in systems that will require them to pass the same old tests who aren’t going to have options that some people will have.\u003c/p>\n\u003cp>I know a lot of people who are in public schools who are thinking about what they're going to do with their kids. I don’t think I have any answers at all. If anything, I hope I’m asking the right questions.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. I guess it's a matter of getting people to think about it in those terms.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>The media is not giving us any column inches. Look at all the attention around \"Waiting for Superman,\" the media narrative is all around the party line.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"When we can finally begin to assess kids based on how well they do \u003cem>learning\u003c/em> instead of how well they do \u003cem>knowing\u003c/em>, that might be the first indicator that we might be moving needle somewhere.\"\u003c/p>\n\u003c/aside>\n\u003cp>I'm not sure how much scale these conversations are having. They're not taking place outside the networks we have, and I'm not sure our networks are that big. I go places all the time, and people look at me and say, \"What are you talking about?\" They don’t have a clue as to what is going on... And I'm talking about people who are going to school, saying, \"We have to get our test scores up, because that’s what school’s about.\"\u003c/p>\n\u003cp>And I want to say to them, \"No, there's a really different narrative that's beginning to be put together outside of schools,\" and they say, \"What do you mean?\"\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What’s the definition of success for you? When do you think the school transformation piece will start to form, when you start to see something happening?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>That's the burning questions. How does that begin to happen? A lot of us who voted for Obama thought that was going be the impetus. That there would be a different vision of what schools are about and could do and it would be articulated on a different scale that we could work toward, and it obviously didn’t happen.\u003c/p>\n\u003cp>One of the big indicators will be when we get rid of these stupid tests that we make kids take. At some point, when we can finally begin to assess kids based on how well they do \u003cem>learning\u003c/em> instead of how well they do \u003cem>knowing\u003c/em>, that might be the first indicator that we might be moving needle somewhere. That’s a huge what-if, too. That’s a huge mountain too. It’s so ingrained.\u003c/p>\n\u003cp>I love being in this conversation in this moment about the way things are changing. I find it fascinating and interesting, but it is frustrating. There are no clear answers to this. No clear pathways. We struggle with this all the time. Chris Lehmann wants to build more schools, and I want to get to parents, and other people want to do something else. What is the way?\u003c/p>\n\u003cp>\u003cstrong>Q. Maybe it's the collaboration of all these efforts.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Yes, I'm sure it is.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. But nobody has the blueprint.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And no one has the new story. We can \u003cem>kind\u003c/em> of tell what the new story is, but to really make it where people say, \"Oh yeah, let’s do that!\" -- it’s still really difficult to get to that point. It’s going to take a whole bunch of people doing it differently, and there will be a tipping point of some type where people realize this old system doesn’t work anymore. We really have to change it. But it’s going to be a very long and very difficult few years of trying to do that. There's no easy way to do it.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/8354/whats-the-new-narrative-in-the-education-revolution","authors":["180"],"categories":["mindshift_194"],"tags":["mindshift_108","mindshift_322","mindshift_29","mindshift_183"],"featImg":"mindshift_8450","label":"mindshift"},"mindshift_8218":{"type":"posts","id":"mindshift_8218","meta":{"index":"posts_1591205157","site":"mindshift","id":"8218","score":null,"sort":[1297457969000]},"guestAuthors":[],"slug":"revolution-2-0-the-control-shift","title":"The Control Shift: A Grassroots Education Revolution Takes Shape","publishDate":1297457969,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003ch4>\u003cem>Kids are taking charge of their own learning as educators grapple with their new roles.\u003cbr>\n\u003c/em>\u003c/h4>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cdiv id=\"attachment_8228\" class=\"module image left mceTemp\" style=\"width: 300px;\">\u003ca rel=\"attachment wp-att-8228\" href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/photo-9/\">\u003cimg class=\"alignleft size-medium wp-image-8290\" title=\"keyboards\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/keyboards-300x270.jpg\" alt=\"\" width=\"300\" height=\"270\">\u003cbr>\n\u003c/a>\n\u003cp class=\"credit\">Tina Barseghian\u003c/p>\n\u003c/div>\n\u003cp style=\"padding-left: 30px;\">For as long as anyone can remember, adults have played the role of information owners, meting out what they believe kids should know. Whether it’s the classroom teacher imparting expertise in American history, or a parent explaining the birds and the bees, adults have always tried to control what children learn.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Now, with open access to every imaginable kind of information found online, kids are happily seeking and finding it on their own -- and on their own terms. The balance of power has shifted irrevocably.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So what does this mean for educators who are trying to figure out their role in this age of kids' self-guided discovery?\u003c/p>\n\u003cp style=\"padding-left: 30px;\">“The control piece is really big, because if it’s acknowledged, it leaves educators with this empty hole,” says veteran teacher \u003ca href=\"http://weblogg-ed.com/\">Will Richardson\u003c/a>, the author of \u003cem>Blogs, Wikis, Podcasts, and other Powerful Web Tools for Classrooms\u003c/em>. \"‘Well, if we’re not doing that, then what \u003cem>are\u003c/em> we doing?' That’s where the conversation needs to be. But it’s a hard one to have. It’s very difficult for people to see themselves in a decidedly different role. But at the end of the day, we have to examine what we’re doing in terms of content in classroom. It should be more about learning, giving kids power to get content on their own.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003caside class=\"pullquote alignleft\">\"We really \u003cem>do\u003c/em> have to change our roles as teachers to co-learners and supporters and mentors. It’s a big shift to make.”\u003c/aside>\n\u003c/p>\n\u003cp style=\"padding-left: 30px;\">This power shift is at the crux of an education revolution that’s been gaining momentum online. But it’s not about the show-stealing headlines of “\u003ca href=\"http://www.waitingforsuperman.com/\">Waiting for Superman\u003c/a>,” or Michelle Rhee’s \u003ca href=\"http://www.studentsfirst.org/pages/about-michelle-rhee\">vision of school reform\u003c/a> that are dominating most of the education-related media.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">This revolution is orchestrated by frustrated educators who believe the current school system must be torn down to the studs and rebuilt in order to keep up with the enormous cultural shift wrought by technology and the Internet. And though their own Twitter universe is ablaze with new ideas and practices – check out \u003ca href=\"http://www.edublogs.org\">all the blogs\u003c/a>, Tweets and voices on \u003ca href=\"http://twitter.com/#!/search/%23edchat\">#edchat\u003c/a> – it's happening piecemeal, and under the radar of most teachers.\u003c/p>\n\u003ch5>Pockets of Innovation\u003c/h5>\n\u003cp style=\"padding-left: 30px;\">In spots across the country, innovative programs are leveraging the vast power of technology and the Internet. This Sunday night (February 13), PBS will air \u003ca href=\"http://video.pbs.org/video/1767314964/)\">Digital Media - New Learners Of The 21st Century\u003c/a>, featuring a few examples of these programs. The \u003ca href=\"http://www.digitalyouthnetwork.org\">Digital Youth Network\u003c/a>, for example, focuses on teaching kids to record music, create podcasts and videos; \u003ca href=\"http://newyouthcity.com/\">New Youth City Network \u003c/a>structures the school day around rich sources of information, like the American Natural History Museum, the Cooper-Hewitt National Design Museum, and New York Hall of Science, among others. Like an extended field trip, students spend time learning about the neighborhoods, the city’s ecology, and practice skills like data visualization and collaboration.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">There are dozens of other programs like these across the country, but they're few and far between. Even basic access to the Internet is spotty in many schools, which block major websites like YouTube because of the federal \u003ca href=\"http://www.fcc.gov/cgb/consumerfacts/cipa.html\">Children’s Internet Protection Act\u003c/a> in order to protect kids from unsafe sites. Those pushing for change complain that schools are throwing out the baby with the bathwater – blocking large swaths of rich, useful information online. While some educators push the boundaries by \u003ca href=\"http://www.iste.org/connect/iste-connects/blog-detail/10-08-23/Student_Engagement_Using_Cell_Phones_and_Other_Tech_in_Classrooms.aspx\">allowing their students to use cell phones\u003c/a> in the class to get instant assessment, to take notes, look up information online, and so on, schools across the country still ban the use of cell phones in class.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">“Learning through technology will not replace the need for teachers,” said \u003ca href=\"http://www.ssrc.org/staff/rhoten-diana-r/\">Diana Rhoten\u003c/a>, director of the Knowledge Institutions program and the Digital Media and Learning project at the Social Science Research Council. “It \u003cem>will\u003c/em> change teachers’ jobs. They become more like coaches or mentors. But I think it will make their job more exciting and give them the opportunity to be pedagogues, which is ultimately more rewarding.”\u003c/p>\n\u003ch5>Where to Start?\u003c/h5>\n\u003cp style=\"padding-left: 30px;\">But the next step in this revolution is still undefined. Richardson, who travels the country spreading the gospel about harnessing the power of technology to teachers, superintendents and school districts, says that educators are confused about how to proceed.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">“The interesting thing is that they will acknowledge that this shift is happening,” Richardson said. “But it’s hard to take that next step, and say, 'Okay, so we really \u003cem>do\u003c/em> have to change the way we do things at school, and away from content delivery to learning, and we really \u003cem>do\u003c/em> have to change our roles as teachers to co-learners and supporters and mentors?' It’s a big shift to make.”\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003caside class=\"pullquote alignleft\">\"Parents say, 'There are places that are experimenting on that stuff, but don’t experiment on my kid. I want those grades, I want those scores.'\"\u003c/aside>\n\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Although Richardson and his peers have been pushing for the movement for as long as a decade or more, it’s still very much in its infancy. “We have to stop thinking that when one thing goes wrong, that we don’t have all the answers,” says Christopher Lehmann, of the museum-based school \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a> in the PBS documentary. “What do we want our schools to be? What’s the most important thing we want our kids to learn?”\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Depends on who you ask. Authors \u003ca href=\"http://en.wikipedia.org/wiki/Douglas_Thomas\">Douglas Thomas\u003c/a> and \u003ca href=\"http://www.johnseelybrown.com/bio.html\">John Seely Brown\u003c/a> might say it's the ability to learn on their own, to create and be part of a community, to iterate and continue refining their own and others’ projects, to learn from their peers, to create their own learning patterns. All this happens when the teacher creates space and opportunity, and gives students control, they say in their recently published book \u003cem>\u003ca href=\"http://www.newcultureoflearning.com/\">A New Culture of Learning, Cultivating the Imagination for a World of Constant Change\u003c/a>\u003c/em>.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So what will propel the movement to burst out of the Twitterverse into reality? First and foremost, the vision needs to be clarified. There are plenty of pilot programs and school experiments to look to, but there’s no agreement yet on how to apply those best practices within the monolithic, rigid public education system. Especially given the enormous cultural emphasis, government funds, and schools' and teachers' successes attached to test scores.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\"I think parents understand that schools need to do something different – but the 'different' doesn’t equate to anything really different at the end of the day because they want their kids to pass tests, get to college, do all the things that we define as traditionally successful,\" Richardson says. \"Parents say, 'There are places that are experimenting on that stuff, but don’t experiment on my kid. I want those grades, I want those scores.'\"\u003c/p>\n\u003cp style=\"padding-left: 30px;\">As for what's next, here's what some of these thinkers predict: The experiments will continue to proliferate and take shape around the edges, and eventually, if proven to be successful, there will come a tipping point that will drive the change in the public education system.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">“Traditional approaches to learning are no longer capable of coping with a constantly changing world. They have yet to find a balance between the structure that educational institutions provide and the freedom afforded by the new media’s almost unlimited resources, without losing a sense of purpose and direction,” Thomas and Brown write. “The challenge is to find a way to marry structure and freedom to create something altogether new.”\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1297485837,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":3,"wordCount":1317},"headData":{"title":"The Control Shift: A Grassroots Education Revolution Takes Shape | KQED","description":"Kids are taking charge of their own learning as educators grapple with their new roles. Tina Barseghian For as long as anyone can remember, adults have played the role of information owners, meting out what they believe kids should know. Whether it’s the classroom teacher imparting expertise in American history, or a parent explaining the","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Control Shift: A Grassroots Education Revolution Takes Shape","datePublished":"2011-02-11T20:59:29.000Z","dateModified":"2011-02-12T04:43:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"8218 http://blogs.kqed.org/mindshift/?p=8218","disqusUrl":"https://ww2.kqed.org/mindshift/2011/02/11/revolution-2-0-the-control-shift/","disqusTitle":"The Control Shift: A Grassroots Education Revolution Takes Shape","path":"/mindshift/8218/revolution-2-0-the-control-shift","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch4>\u003cem>Kids are taking charge of their own learning as educators grapple with their new roles.\u003cbr>\n\u003c/em>\u003c/h4>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cdiv id=\"attachment_8228\" class=\"module image left mceTemp\" style=\"width: 300px;\">\u003ca rel=\"attachment wp-att-8228\" href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/photo-9/\">\u003cimg class=\"alignleft size-medium wp-image-8290\" title=\"keyboards\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/keyboards-300x270.jpg\" alt=\"\" width=\"300\" height=\"270\">\u003cbr>\n\u003c/a>\n\u003cp class=\"credit\">Tina Barseghian\u003c/p>\n\u003c/div>\n\u003cp style=\"padding-left: 30px;\">For as long as anyone can remember, adults have played the role of information owners, meting out what they believe kids should know. Whether it’s the classroom teacher imparting expertise in American history, or a parent explaining the birds and the bees, adults have always tried to control what children learn.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Now, with open access to every imaginable kind of information found online, kids are happily seeking and finding it on their own -- and on their own terms. The balance of power has shifted irrevocably.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So what does this mean for educators who are trying to figure out their role in this age of kids' self-guided discovery?\u003c/p>\n\u003cp style=\"padding-left: 30px;\">“The control piece is really big, because if it’s acknowledged, it leaves educators with this empty hole,” says veteran teacher \u003ca href=\"http://weblogg-ed.com/\">Will Richardson\u003c/a>, the author of \u003cem>Blogs, Wikis, Podcasts, and other Powerful Web Tools for Classrooms\u003c/em>. \"‘Well, if we’re not doing that, then what \u003cem>are\u003c/em> we doing?' That’s where the conversation needs to be. But it’s a hard one to have. It’s very difficult for people to see themselves in a decidedly different role. But at the end of the day, we have to examine what we’re doing in terms of content in classroom. It should be more about learning, giving kids power to get content on their own.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003caside class=\"pullquote alignleft\">\"We really \u003cem>do\u003c/em> have to change our roles as teachers to co-learners and supporters and mentors. It’s a big shift to make.”\u003c/aside>\n\u003c/p>\n\u003cp style=\"padding-left: 30px;\">This power shift is at the crux of an education revolution that’s been gaining momentum online. But it’s not about the show-stealing headlines of “\u003ca href=\"http://www.waitingforsuperman.com/\">Waiting for Superman\u003c/a>,” or Michelle Rhee’s \u003ca href=\"http://www.studentsfirst.org/pages/about-michelle-rhee\">vision of school reform\u003c/a> that are dominating most of the education-related media.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">This revolution is orchestrated by frustrated educators who believe the current school system must be torn down to the studs and rebuilt in order to keep up with the enormous cultural shift wrought by technology and the Internet. And though their own Twitter universe is ablaze with new ideas and practices – check out \u003ca href=\"http://www.edublogs.org\">all the blogs\u003c/a>, Tweets and voices on \u003ca href=\"http://twitter.com/#!/search/%23edchat\">#edchat\u003c/a> – it's happening piecemeal, and under the radar of most teachers.\u003c/p>\n\u003ch5>Pockets of Innovation\u003c/h5>\n\u003cp style=\"padding-left: 30px;\">In spots across the country, innovative programs are leveraging the vast power of technology and the Internet. This Sunday night (February 13), PBS will air \u003ca href=\"http://video.pbs.org/video/1767314964/)\">Digital Media - New Learners Of The 21st Century\u003c/a>, featuring a few examples of these programs. The \u003ca href=\"http://www.digitalyouthnetwork.org\">Digital Youth Network\u003c/a>, for example, focuses on teaching kids to record music, create podcasts and videos; \u003ca href=\"http://newyouthcity.com/\">New Youth City Network \u003c/a>structures the school day around rich sources of information, like the American Natural History Museum, the Cooper-Hewitt National Design Museum, and New York Hall of Science, among others. Like an extended field trip, students spend time learning about the neighborhoods, the city’s ecology, and practice skills like data visualization and collaboration.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">There are dozens of other programs like these across the country, but they're few and far between. Even basic access to the Internet is spotty in many schools, which block major websites like YouTube because of the federal \u003ca href=\"http://www.fcc.gov/cgb/consumerfacts/cipa.html\">Children’s Internet Protection Act\u003c/a> in order to protect kids from unsafe sites. Those pushing for change complain that schools are throwing out the baby with the bathwater – blocking large swaths of rich, useful information online. While some educators push the boundaries by \u003ca href=\"http://www.iste.org/connect/iste-connects/blog-detail/10-08-23/Student_Engagement_Using_Cell_Phones_and_Other_Tech_in_Classrooms.aspx\">allowing their students to use cell phones\u003c/a> in the class to get instant assessment, to take notes, look up information online, and so on, schools across the country still ban the use of cell phones in class.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">“Learning through technology will not replace the need for teachers,” said \u003ca href=\"http://www.ssrc.org/staff/rhoten-diana-r/\">Diana Rhoten\u003c/a>, director of the Knowledge Institutions program and the Digital Media and Learning project at the Social Science Research Council. “It \u003cem>will\u003c/em> change teachers’ jobs. They become more like coaches or mentors. But I think it will make their job more exciting and give them the opportunity to be pedagogues, which is ultimately more rewarding.”\u003c/p>\n\u003ch5>Where to Start?\u003c/h5>\n\u003cp style=\"padding-left: 30px;\">But the next step in this revolution is still undefined. Richardson, who travels the country spreading the gospel about harnessing the power of technology to teachers, superintendents and school districts, says that educators are confused about how to proceed.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">“The interesting thing is that they will acknowledge that this shift is happening,” Richardson said. “But it’s hard to take that next step, and say, 'Okay, so we really \u003cem>do\u003c/em> have to change the way we do things at school, and away from content delivery to learning, and we really \u003cem>do\u003c/em> have to change our roles as teachers to co-learners and supporters and mentors?' It’s a big shift to make.”\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003caside class=\"pullquote alignleft\">\"Parents say, 'There are places that are experimenting on that stuff, but don’t experiment on my kid. I want those grades, I want those scores.'\"\u003c/aside>\n\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Although Richardson and his peers have been pushing for the movement for as long as a decade or more, it’s still very much in its infancy. “We have to stop thinking that when one thing goes wrong, that we don’t have all the answers,” says Christopher Lehmann, of the museum-based school \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a> in the PBS documentary. “What do we want our schools to be? What’s the most important thing we want our kids to learn?”\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Depends on who you ask. Authors \u003ca href=\"http://en.wikipedia.org/wiki/Douglas_Thomas\">Douglas Thomas\u003c/a> and \u003ca href=\"http://www.johnseelybrown.com/bio.html\">John Seely Brown\u003c/a> might say it's the ability to learn on their own, to create and be part of a community, to iterate and continue refining their own and others’ projects, to learn from their peers, to create their own learning patterns. All this happens when the teacher creates space and opportunity, and gives students control, they say in their recently published book \u003cem>\u003ca href=\"http://www.newcultureoflearning.com/\">A New Culture of Learning, Cultivating the Imagination for a World of Constant Change\u003c/a>\u003c/em>.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So what will propel the movement to burst out of the Twitterverse into reality? First and foremost, the vision needs to be clarified. There are plenty of pilot programs and school experiments to look to, but there’s no agreement yet on how to apply those best practices within the monolithic, rigid public education system. Especially given the enormous cultural emphasis, government funds, and schools' and teachers' successes attached to test scores.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\"I think parents understand that schools need to do something different – but the 'different' doesn’t equate to anything really different at the end of the day because they want their kids to pass tests, get to college, do all the things that we define as traditionally successful,\" Richardson says. \"Parents say, 'There are places that are experimenting on that stuff, but don’t experiment on my kid. I want those grades, I want those scores.'\"\u003c/p>\n\u003cp style=\"padding-left: 30px;\">As for what's next, here's what some of these thinkers predict: The experiments will continue to proliferate and take shape around the edges, and eventually, if proven to be successful, there will come a tipping point that will drive the change in the public education system.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">“Traditional approaches to learning are no longer capable of coping with a constantly changing world. They have yet to find a balance between the structure that educational institutions provide and the freedom afforded by the new media’s almost unlimited resources, without losing a sense of purpose and direction,” Thomas and Brown write. “The challenge is to find a way to marry structure and freedom to create something altogether new.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/8218/revolution-2-0-the-control-shift","authors":["180"],"categories":["mindshift_194","mindshift_195","mindshift_193"],"tags":["mindshift_322","mindshift_65"],"featImg":"mindshift_8290","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. 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