Innovation Dis...Wait For It... Rupted! Disrupted!!
As I went through this weeks (term used losely) materials, I found myself reflecting on the nature of the words being said. Schools, mostly, really have not evolved since Horace Greely created the concept of public education in the 1800's, which is why we see the factory system still in place. Institutions of higher learning have taken small steps towards change; such purchasing barely functioning laptops, smart boards that collect dust, and using powerpoints from the 90's. For accountability, they just ordered two more practice standardized tests. To be clear, I am openly mocking a system that claims to implement change but maintains a 1950's mindset. Even the speakers were negative towards modern education.
I greatly appreciated the speakers comments in videos 3 and 4 as they highlighted the need for organice, aggressive innovation in education. Change in an institution is like finding a fresh, flowing water source for stagnant pond. It washes out toxic ideas that can kill any hope for a future. Part of this new water source would be to allow for more choice in education. This would require Americans to scrap the existing model and start over. The first change we can make is to start training scholars for their careers. Most scholars have to work by their sophmore or junior year. I say accomodate this by allowing them to leave brick and mortar locations before the standard 9-5 hours are done. Allow them to choose classes that help them in their career choices. This would require the immediate integration of blended learning in the school. Online would be required, but the school would support them through real-life apprenticeships. This is done through changing the mindset of only some being teachers to everyone is a teacher. Master tradesmen, professionals, and (insert category here) would be pouring into scholars to help them. Teachers would be there as support systems; teaching basic academics but also developing the ability to process their life experience on the job. It about real-life learning, according to the interest of the scholar.
This would be done best in my organization by working within the CTE program to get scholars the ability to pursue their interests and relate said experiences to us. That is what blended learning truly is; experiencing learning instead of hearing about learning. Schools love to use technology during the "dog-and-pony show" evaluation and claim it is blended learning because it creates the appearance of progress. In fact, most of problems in schools have a technological stem because teachers are ill-equipped to use it properly.
I came to the conclusion that I have a future as a technology trainer. I cannot expand a CTE program or change the buying habits of a district; however, I can search out, learn, and teach educators how to use it.
