Will Richardson’s article in District Administration (3/21/2012) poses five new realities for schools. I add my response.
1. Any time, any where learning with teachers as mentors and co-learners
The explosion of learning options is radically changing the game of education. For some schools, the reality does not appear to be sinking in. Traditional approaches are the mainstay and it seems there is little movement toward real innovation on a broad scale. The most dangerous threat to the survival of schools is staying the course in oblivious disregard for the way children are choosing to learn when they are outside of school. Tools such as iTunes University, HippoCampus, and Khan Academy provide more formalized resources, but many informal options also exist. My fingers are crossed, but I am not holding my breath.
2. The potential irrelevance of physical-space, community-run schools
For the time being, most students are still choosing the bricks-and-mortar school building where they gather with friends to learn in a traditionally scheduled six-period day. This option still works because few realize how other flexible options can and do work for students and teachers. As new success stories emerge from learning environments that offer flexibility of time, place, path and pace, I predict a revolution will occur. The sad thing is that traditional schools do have so much to offer in terms of mentoring, formalized connections with content experts, resources for investigation and exploration; but all of the resources on the planet won’t make a difference if schools continue to force 19th century cells-and-bells structures on students who must adapt to the demands of a 21st century world.
3. Limiting, and potentially damaging, influence of high-stakes testing
There is no shortage of experts who challenge the sensibility of standardized testing in a 21st century world. One of my favorites, Yong Zhao, and his colleague, Coppola recently published an article in the Chronicle of Higher Education (2.5.2012) that illuminates the issue.
What seems to be under appreciated in this country is how actively the Asian systems are trying to embrace the values and outcomes that we appear to be so willing to abandon: specifically, the American penchant for promoting creativity, individualism, innovation, and nonconformity. In other words, for developing and nurturing the diverse talent that can result from an ethos of coloring outside the lines.
Fundamentally, the education system in the United States may be no more capable of actively teaching creativity and innovation than the education system in China is; it may well simply be that the system in China has been more systemically effective at suppressing it. (Coppola & Zhao).
The vast majority of mainstream K-12 education accepts the status quo of a formalized assessment process to compare student progress across classrooms, schools, states and nations. As Richardson notes, the Common Core State Standards add a level of real-world context and applied learning to the curriculum, but I fear assessment formats and movements to quantify achievement will constrain the measurement of outcomes to traditional approaches that don’t really measure what students know and are able to do.
4. Challenge of preparing teachers to support “modern learning”
Recognizing the exponential speed of technological and global change, Richardson highlights the need for,
Preparing new and old teachers to model and contextualize modern learning…if we are to help students reach their potential as learners.
There is no magic bullet or quick fix here. The shift has to start with every teacher coming to grips with change and taking personal steps to grow and learn – whatever it takes. Given change or irrelevance, my decision is easy.
5. Changing job market requires new definitions of “expertise”
I agree with Richardson. Shifting career paths that focus on non-traditional, blended skill areas demand new educational program designs. Topics such as do-it-yourself training programs, badges, and entrepreneurial accomplishments sans formal education were foreign a few years ago. Today they are gaining traction in the mainstream educational debate. It is an exciting time for learning, but I’m not confident that traditional educational institutions will keep pace.
Richardson has captured key realities that should dominate our thinking and dialogue as we lead innovation in U.S. schools.