Students are technology EXPERTS − when it comes to music, videos, games, texting, and social networking.
When public schools put computers in their hands, students immediately know what to do − and it has little to do with meeting Mandated Learning Objectives!
Teachers are more important than ever!
Even with the best planning and training, when public schools put computers in student hands, TEACHERS ARE BEHIND!
Public school teachers have traditionally spent more time teaching DURING class and grading papers AFTER class than planning BEFORE class.
One of the most dramatic changes with Web-Based Instruction is a rearrangement of the blocks of teacher time. A LARGE majority of teacher time will be "lead time" planning − WELL BEFORE class begins.
If teachers don't give students something interesting to do with their computers, students will find their OWN interesting things to do!
Keeping students "on task" has always been an important teaching skill. This skill is even more important when students can be distracted with "fun things" on their computer.
When students walk into the classroom, the teacher MUST have an interesting learning experience ready for them!
Generations of "successful" teachers have had some form of the phrase, "Improve student knowledge", as one of their teaching goals. Knowledge Acquisition will still be a PART of determining the success of today's high school students, both before and after graduation. Teachers must recognize that Information Processing is also important!
THE ONLY THING technology changes in today's learning environment is the Product of Education.
In the nineteenth century one-room school house, knowledge consisted of the 3Rs and education was measured by how well students could read aloud, write sentences, and work arithmetic problems.
The High School Movement, at the beginning of the twentieth century, added more academic subjects. Student knowledge was acquired by memorizing facts and education was measured by how well knowledge was regurgited on multiple choice tests.
Computers, and the ability to "Google it", have made the rote memorization of facts mostly irrelevant.
Today's EDUCATED Person must be able to use facts
they have learned (knowledge) in new and creative ways.
The Cognitive Science of Education
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What does all this mean for traditional classroom teachers?
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- Good teaching practices are STILL good teaching practices!
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- Don't let the hype about 21st Century "Skills" and "Tools" distract you from teaching! You have more experience with students in today's classroom than the well known EduPundits!
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- Don't let the pressure of high-stakes testing force you into just covering "mandated facts"! If your students Learn-To-Learn, they WILL do well on ANY standardized test!
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- Excellent teachers NEVER blame students for classroom problems!
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- Knowledge Acquisition is STILL important − but instead of lecturing for 50 minutes, guide students in the right direction and support them in "constructing" their own knowledge!
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- ROTE memorization (memorizing "facts" with little or no understand of the concept involved) can no longer be a major part of the learning experience.
- The majority of teacher time with students in the Digital Learning Environment will be spent supporting students Learning-To-Learn.
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- Much of the objective testing in classrooms will be replaced with task performance.
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- Web-Based Instruction will eventually replace textbooks with a teacher/student-prepared online curriculum.
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- Traditional classes will become Hybrid Classes − combining the best of face-to-face interactions with the best of Virtual Learning Environments, like Moodle.
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Many colleges and universities are doing a good job of preparing teachers for the Digital Learning Environment. One of the best that is "visible" on the Internet is Lewis-Clark State College in Lewiston, Idaho. Part of their teacher education involves the numerous "roles" of a teacher. All of these roles are important if teachers are to be successful with Web-Based Instruction.
"In order to ensure the continuous intellectual, social, and physical development of the learner, the qualified teacher performs a variety of roles. In performing these roles successfully, teachers must demonstrate special knowledge, skills, and dispositions."
"Successful Practice is Reflected in these Seven Principles"
Technology does't change good teacher practices − it only spotlights their absence!
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