A while back someone asked this question on Twitter:
How do you frame your environment with resources to help students learn? Is it an enabling environment? What does it enable students to do?
Other times, I have seen people asking:
How do we arrange our classrooms or what kind of physical spaces do learners of today need?
In networked, global classrooms, we learn in ways that physical-space classrooms can’t offer. We’re self-directed, inquiry- and passion-based learners who are finding our own teachers and classmates, writing our own curriculum, and learning anytime, anywhere, with anyone. It’s a learning environment that looks little like what happens in physical space classrooms
I’m thinking we need to be talking and working with the emotional environment–about the trust and support we seek out and provide ourselves for our own learning opportunities, and how we do that.
Look at these two examples from adults about the power of the people with whom they interact and what they count on in those interactions:
Will has recently been writing and sharing about Allan Collins’ and Richard Halverson’s new book, Rethinking Education in the Age of Technology. He describes how they note that access to technology has the potential to change education as we know it.
They frame a compelling case that we are entering a third era of learning, one of lifelong learning that is replacing universal schooling, which replaced apprenticeship. And they argue that the “seeds of a new education system” are already taking root, one that builds on the potential of technology that will ultimately leave schools with a “narrower role” in learning.
Will goes on to cite Collins and Halverson as suggesting that
despite the growth of access to technology in classrooms over the last 10 years, schools rarely allow technology’s transformative potential out of the box. In general, schools either condemn the technology, focusing on risks rather than rewards, or they co-opt it, using it in ways that leave fundamental curriculum and pedagogy unchanged, or, finally, they marginalize it, allowing teachers to create “boutique” programs but never changing “the very fabric of education.”
I agree. I think we have so underutilized the potential of the technology in our classrooms–sometimes because we simply can’t think out of the box, sometimes because we don’t know what will happen and perhaps are afraid (or unwilling) to lose that control, sometimes because the network or computer isn’t set up to be user friendly, and part of it may be that people don’t have a picture in their minds as to how it could work or could look. Not only have we not used technology to transform education,I think many of us haven’t opened up our schools, our classrooms and our own minds to transformational learning in any kind of structured way, so that we can begin painting those pictures for ourselves and others. We have absolutely got to start having the open conversations mentioned here, and open our minds to transformational learning for ourselves, sharing how we go about that–then think how we can support our students in building those experiences.
Perhaps all teachers should experience unfettered learning…perhaps all teachers should decide upon something to learn and design their own assessment and develop their own path instead of following the “one size fits all” PD lemmings. How well would this go over with your teachers, principals, and school boards? If we don’t have confidence our adults can do this AND our adults don’t have experience doing it, how can we possibly move in that direction with students? Teachers have been conditioned to rely on someone else (principal or district) to provide PD when, in reality, we should and could provide our own. Maybe it’s less about a “digital divide” and more about a “learning divide.”
Will speaks to that equity issue in his blog post as well, citing,
older students will be more and more able to carve out their own educational experiences, whether these are online classes, games, technical certification programs, or something else. Halverson and Collins warn that this raises huge concerns around equity and social behavior.
How are you framing YOUR learning environment? How do you do it for your students? is it equitable? is it equitable in a transformative way?