BP6_2009121_Anti-teaching

(Figure 1. EdWeek.org}

What are the key components for 21st century schools and “learning beyond the test?”

Tying together the information received this far on brain-based learning, multiple intelligences, Web 2.0 tools, personal learning environments, various videos and articles, along with instructional design, I feel the key components for 21st century schools should be technology enhanced learning opportunities integrated with real-life skills of collaboration, communication, problem-solving and decision-making activities. We know students need to be involved and engaged learners. Educators need to give students project-based learning opportunities so they can apply knowledge and creativity to solve real-world problems. These students and their learning have a direct impact on our future and assigned projects need to help them recognize their own importance and interconnectiveness to society. There are other ways to assess growth than to spend billions of dollars that measure limited achievement in a testing situation contrary to the way our students learn. I am a proponent of personal growth but not of formal high-stakes testing.

So we are asked, are virtual learning environments with course management systems the answer? What about PLEs and Web 2.0 tools? I say no, not entirely. Virtual learning environments (VLE) with course management systems are great places to explore, reflect, learn and share content. Students will need all the tools course management systems (CMS), VLEs, and PLEs can provide to prepare for the work environment. Our students will need communication, collaboration, and technology skills and while VLE’s and PLE’s can provide these tools to enhance and captivate the learner, our students still need to accept responsibility and accountability for all outcomes. As mentioned in the Educause article, 7 things you should know about Personal Learning Environments, if the learner is not prepared for the responsibility that comes with building and managing a PLE (May, 2009), then these students may not be ready for the evolving, engaging, and ongoing decision-making required through a self-directed learning environment. The responsibility and organization skills required of self-directed learning still resides with the learner.

Additionally, we are asked, Is technology itself enough? We have access to so much information through technology. We have wonderful Web 2.0 tools that are a passport to endless learning opportunities. Still, the learner has to be motivated and find significance in their life in order to recognize this educational gold mine and have the desire to want to take charge of their own learning. The “Is technology enough?” question is probably best answered by Michael Wesch in his article “Anti-Teaching: Confronting the Crisis of Significance.” He mentions [he lists some Web 2.0 tools] "these are little more than simple parlour tricks. They make up a rather creative and interesting means of learning, but not a reason for learning.”

We can build a framework and provide the tools, but the key component then seems to be finding problem-based technology-enhanced learning activities that construct the desire to further and take charge of one’s own intellectual capacity. This will create relevant life-skills and learning beyond the test.