Mark Phillips’ recent post “Education Reform Paralysis – and How to Fix It” asks some provocative questions about how we can get out of the
current education reform scenario that might be summarized as “If you keep
doing what we’re doing, we’ll keep getting what we’re getting.” Tinkering with
the schools we have won’t get us the schools we need. One problem (and Phillips
admits this freely) is that most educators are too busy with immediate problems
to figure out what a new vision for schools would look like.
Phillips
calls on reformers and
policymakers, who have the luxury of time, to consider a shift in the
schooling paradigm. He envisions a learning environment for kids that is more connected
to nature and not organized around artificially separated “subjects” like “English.”
NCTAF has long pushed for hands-on, interdisciplinary learning. The
possibilities are endless because information is there for the taking on the
internet, which is ever-more accessible. Phillips imagines classrooms as “command
center[s] for a learning process that involved local media, worldwide web
communication, and the creation of integrated imagery and words shared with the
community.”
The
first step in creating this paradigm shift is to redesign the role of teachers
who team up to lead these command centers. As Phillips notes, teachers need more time to
think, plan, and collaborate. But we need to go further and reinvent the job of
teaching and how it’s organized.
Likening us in our current impasse to the
square in Edward Albott’s Flatland,
Phillips illustrates how closed and static the current system is. A new
paradigm for schools must take advantage of the multi-faceted world of the
internet, global communications, and social media. But, with the advent of the internet—the explosion
of information accessible anywhere/anytime— the world has flattened in an
altogether different sort of way. Information is everywhere for the taking; teachers
must be empowered to reinvent themselves into teams of facilitators, guides,
and curators. Students need teachers to help them consume and produce media
appropriately, namely to think critically to find what’s accurate and
prioritize what’s important. Only then, can we redesign schools to operate effectively
in the many dimensions of information teeming in our flat, globalized world.
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