CITE Journal Article - The Diigo Meta page

• 11 Oct 09
  

  Jennifer Groff

  redesign

• 08 Oct 09
  

  Lucy Gray
• 26 Aug 09
  

  Laura Deisley

  education technology 21stc networked_learning plc

• 31 Jul 09
  

  Margie Vigneri

  • If a surgeon from the 1800s walked into an operating room today
    where arthroscopic surgery was being performed, could that surgeon
    step in and perform the surgery?   No way.   The surgeon would not even
    understand what the procedure was, would not understand what the
    instruments were, and would be totally lost about what was going
    on.

    
    
    

    But if a teacher from the 1800s walked into a classroom today,
    could he or she substitute as a teacher?   If so, why would that be
    possible?   Perhaps the
    educators of the 1800s were able to anticipate the needs of the 21
    ^st century and designed a system that perfectly fits our
    educational purposes today.   The other possibility is
    that our industrial era schools have not changed to keep pace with
    our current understanding of cognition and learning. If this system
    of factory era schooling does not meet the needs of today’s
    learners and the demands of our information age economy, we have a
    problem.   If we have a
    system that does not fit our needs anymore, we   must begin thinking about
    how to transform the educational system we have.

• 28 Jul 09
  

  Cary H

  21stcentury

• 25 Jul 09
  

  Kathleen N

  Carroll, T. G. (2000). If we didn't have the schools we have today,\nwould we create the schools we have today? Contemporary Issues in Technology and Teacher Education [Online serial], 1 (1). Available: http://www.citejournal.org/vol1/iss1/currentissues/general/article1.htm

  technology change 21st Century

• 23 Jul 09
  

  Chris Andrews

  Carroll, T. G. (2000). If we didn't have the schools we have today,
  would we create the schools we have today? Contemporary Issues in Technology and Teacher Education [Online serial], 1 (1).

  education technology 21stcentury research article web2.0

• 16 Jul 09
  

  Heidi Gable

  If We Didn’t Have the Schools We Have Today, Would We Create the Schools We Have Today?
  

• 12 Jul 09
  

  Joy Walton

  future funding design technology change schools

• 

  Clay Burell

  technology education 21stcentury educational_reform

• 

  Brenda Sherry
• 11 Jul 09
  

  Mark Hines

  great article form 2001 from Thomas Caroll asking the question "If we didn't have today's schools, would we crate today's schools?

  necc09 sotf

  • he question in the title of
    this article is a trick
    question, because I want readers to really think about it.
    “If we didn’t have today’s schools, would we
    create today’s

    • 

      Mark Hines on 2009-07-11

      After visiting the MET in Providence, I am convinced that Littky has already answered this question with an entirely new way of thinking of school - and he has plenty of data to show IT WORKS!
  • (A
    significant part of the expert learner’s role will be
    organizing and managing the collaborative learning community.)
     

    • 

      Mark Hines on 2009-07-11

      of course, the wonderful thing about this is that this is age-independent - it allows even a very young learner an opportunity to be the expert - we rarely enable this kind of human potential in schools.
  • 2 more annotations...

  • • In most of those schools, she heard complaints from
      the principals and from the teachers that the open space model did
      not work. Teachers who were interviewed in the article said things
      like, “When I am trying to lecture to my students, I
      can’t keep control of the class, because they are distracted
      by lectures and noise from the other teachers and their students.
        My students listen in
      on what the other teachers are saying or doing with their students,
      and they have a lot of ways to send messages to the other students.
      It doesn’t work. I just can’t teach my
      class in an open space.”

      
      
      

      However, at one school, the principal said, “This is
      great. It works really well for us. Our teachers have organized
      themselves into teams. We have cross-age classes and we have team
      projects across our subjects.   Our teachers and students
      can move around and reconfigure themselves any time they want to
      work on a new task together. We have some older students tutoring
      younger students. This is a great school, and we are very happy
      with it.”

      • 

        Mark Hines on 2009-07-11

        what a contrast between these two views on what to do with learners in an open environment. The big shift will have to be re-tolling teacher's mindsets about how to teach in these settings. Folks like High tech High and the MET have given up expecting to hire the right kind of teachers, and instead have opened their own schools of education to get teachers to develop the correct pedagogy and philosophy.
    • So these are the possibilities.   They begin when each one of
      us takes a step toward preparing educators who can become expert
      learners in a networked learning community.   Pierre Boulez said
      recently, “The future is the present slightly
      modified.”   Each
      one of you can help us take a step forward into the future. The
      choice is yours. We have the technology. We have the knowledge. We
      have the support. Define your vision and make it happen.

      • 

        Mark Hines on 2009-07-11

        the past 8 years of tech development have moved us even further along this proposition. Although there is a lot of hand wringing and "schools and teachers are resistant to change" the movements to charters, new school models, online education that works (check the research on this) and new models for schools indicate the disruptive wave (Christensen, Horn et el) are coming sooon!
• 08 Jul 09
  

  Mary Dowd

  21stcentury education

  • “If We
    Didn’t Have Today’s Schools, Would We Create
    Today’s Schools?”
• 07 Jul 09
  

  Kay Schmalen

  21stCentury

• 05 Jul 09
  

  Rob McCrae

  education technology schools 21stcentury research horizon_project

• 02 Jul 09
  

  Jeanberg Tranberg

  schools today education technology research learning

  • Their job will not be to teach – but to
    help others learn,
• 

  susan carter morgan

  2000, What kind os schools would we build?

  education technology 21stcentury

• 

  Sarah Chauncey

  education learning research teaching

• 

  Brenda Muench

  education technology article

  • They are a great hybrid technology for now. We are using
    them to make the transition, but imagine if I walked into that
    surgery room with a laptop computer and said, “I have a
    laptop computer here with business applications on it, and it will
    revolutionize the way you practice surgery.” They would throw
    me right out of there.

    • 

      Brenda Muench on 2009-07-02

      Web 2.0 Applications are the beginning of this change I think. Let the users decide what they need and how they want to use it but it's got to be collaborative in nature!
• 

  Miguel guhlin
  • Our traditional K-12
    schools have rarely made room for adults and young people to
    collaboratively contribute to each other’s learning, or to
    the development of new knowledge on a sustained basis.   But our information age
    economy demands this intergenerational, collaborative construction
    of knowledge, and our schools will fail to develop young people who
    can be productive citizens in this economy if they do not support
    this mode of learning.
  • As we collaboratively work
    together in a learning community, we can complement each
    other’s knowledge and skills.   In a networked learning
    community, we can greatly accelerate and augment the learning of
    all members by linking them with other learners in collaborative
    efforts organized by expert learners.
  • 17 more annotations...
  • • In a networked learning community, modern communication
      and information technologies can enable us to construct knowledge
      and skills at a faster rate and at a higher level, because we can
      be connected with more learners, more resources and experiences,
      and more experiments and learning opportunities than ever before.
    • The Virtual High School organized by the Concord Consortium [
      http://vhs.concord.org ] is
      becoming another well-known example. Teachers (as expert learners)
      located in different high schools around the country are using
      network connectivity to collaborate, with the help of experienced
      facilitators, to design and offer new Internet netcourses.   Each VHS school provides a
      part-time coordinator, who acts as liaison between students and the
      VHS teachers.   The
      Concord Consortium provides professional development, netcourse
      expertise, and curriculum development support to the collaborating
      teachers, who are offering over 200 courses in over 350 schools in
      30 states and 6 foreign countries.   Student participation is
      expected to reach 4,000 this year.  
    • Once we move the teacher—as an expert
      learner—into the learning activity we begin modeling the
      learning process with the students. They are all learning together. And as I have said,
      once we reach this point, it’s not useful to distinguish
      between students and teachers, because they are all learning. Who
      is teaching and who is learning? They are all learning.
    • chools resist change, because they are
      designed to resist change. They are cultural organizations, and
      cultural organizations are not supposed to change. Cultures are
      designed to preserve existing solutions to
      problems—considerable social and economic capital goes into
      developing culturally valued solutions to problems and change is
      risky.   Stability
      reduces risk—“change is bad”—and our
      schools have been designed to focus on the knowledge transmission mode
      of learning.
    • we continued to
      prepare most teachers as if the only way to teach is using the
      solo, stand alone, self-contained, isolated classroom
      model—the open space concept could not work. That was how
      those young and mid-career teachers were prepared to teach. They
      believed they were doing what was expected of them as teachers and
      that open space thwarted their teaching efforts. They were not
      prepared to do anything different. That’s our
      responsibility—and we will get the same result if we
      introduce modern learning technologies in our schools but do not
      prepare teachers to work in this new learning environment.   If we want to take
      advantage of these new technologies and the billions we are
      investing in equipment for our schools, we have to prepare teachers
      very differently than we have in the past. We have to change our
      own model of teaching and instruction in higher education. (See
      Schlechty, 1990.)
    • Any
      organization that adopts a new technology without significant
      organizational change is doomed to failure. You have to change the
      organization. You cannot just add the technology. You have to
      actively work on changing the roles of the teachers, the roles of
      the students, the roles of the parents, and the roles of the
      administrators, and start to work toward building new relationships
      and new structures, or you will be disappointed with the results.
       
    • interactive communication
      technologies give power to the learning revolution.
    • The
      learning revolution is about constructivist learning, and these new
      communication and information technologies allow us to facilitate
      constructive learning in ways that we could never do before. They
      are becoming cognitive
      amplifiers that will accelerate learning and the development of
      new knowledge in the same ways that machines accelerated production
      during the industrial revolution.
    • work is learning . Work in
      the workplace is learning.   Work in the larger
      community surrounding the schools is about learning every day.
    • must learn in the
      workplace and in the home to use these tools to improve their
      knowledge, skills, and productivity.
    • workers
    • learning communities have no
      boundaries .   In a
      networked learning community, schools and classrooms will simply
      become nodes in a larger learning environment. The boundaries of
      the schools and classrooms with their fixed curriculum and dated
      texts are no longer going to limit learning.
    • An increasing number of
      parents are discovering that they can make more powerful learning
      opportunities available to their children in the home than they can
      in the schools, and unless the schools change, more parents will
      collaborate to construct alternative learning opportunities with
      these technologies.  
      Because work is learning, the home is a work and learning place,
      and learning communities have no boundaries, schools are going to
      be marginalized as learning environments if they do not change
      dramatically.
    • Kids come into the schools recognizing that they have
      more powerful learning opportunities available out of school than
      they have in school.
    • Any time
      we put teachers and students in predefined courses with a linear
      design, bound by dated texts, credit hours and static tests of
      factual recall, we are still on a wooden sailing ship. What we are
      moving toward is authentic, long-term projects, asynchronous
      learning, knowledge-work and nonlinear learning.   “Just-in-time,”
      consumable information used for specific purposes, instead of
      “just-in-case” facts packed into our heads at an early
      age that few of us can recall.
    • The web, as a
      networked learning environment, linking learning centers, anytime,
      anywhere is what we are moving to. The tools will
      change—textbooks, blackboards, and business computers will
      fade from use. These business computers are going to have to
      change.
    • We are going to move from static,
      text-driven content in a fixed curriculum to learning content that
      is constructed by the learners.   Our former teachers and
      their students—these new expert learners and their novice
      learners—collaboratively working in these networked learning
      communities will construct this content.
• 22 Jun 09
  

  Julie Lehmer
• 19 Jun 09
  

  Jeremy Davis

  education technology change schools 21stcentury

• 12 Jun 09
  

  Nancy Caramanico

  oceplp21 tech_leadership read

• 10 Jun 09
  

  Cory Robertson
  • Yes. Computers can be used
    to improve schools.
  • Yes. Computers can be used
    to improve schools.
• 09 Jun 09
  

  Tamara Hagen

  21stcentury schools educational_reform

• 

  scott klepesch

  education technology

• 08 Jun 09
  

  Larry Rosbach

  If we didn't have the schools we have today,
  would we create the schools we have today?

  education technology change 21stcentury

• 07 Jun 09
  

  Barbara Lindsey

  expert learners (we call them teachers, educators, scientists, and researchers today) are going to be recognized for their ability to learn and help others learn, as they continue to construct new knowledge and develop their own expertise.

  education technology change 21stcentury actfl09 mafla09 blended learning

  • There is no way for
    the faculty or teachers to collaboratively learn and construct new
    knowledge in this system—no way for them to know whether the
    knowledge that might have been acquired by the student teacher is
    actually the knowledge the student teacher then conveys as a
    teacher to the K-12 students. Few, if any, of the educators know
    anything about what the K-12 students might be doing with any of
    the knowledge they may have acquired after they leave the K-12
    classroom.   This is a
    linear, fragmented teaching approach—the epitome of the
    factory-era assembly line approach to teaching and
    learning—which defeats any opportunity for collaborative
    learning or feedback across the various levels of teaching and
    teacher preparation.
  • New learning teams are emerging, which consist of college
    faculty, the teacher candidates, and the in-service teachers. The
    high school students themselves are sometimes members of these
    teams, developing new applications of technology. They are becoming
    learning communities, “communities of practice,” as
    some would call it.  
    And in these learning communities, the distinctions between
    “teacher” and “student” no longer serve us
    well. That is why I believe education is rapidly moving toward new
    learning environments that will have no teachers or
    students—just learners with different levels and areas of
    expertise collaboratively constructing new knowledge.
  • 7 more annotations...
  • • chools resist change, because they are
      designed to resist change. They are cultural organizations, and
      cultural organizations are not supposed to change. Cultures are
      designed to preserve existing solutions to
      problems—considerable social and economic capital goes into
      developing culturally valued solutions to problems and change is
      risky.   Stability
      reduces risk—“change is bad”—and our
      schools have been designed to focus on the knowledge transmission mode
      of learning.
    • This is just what many teachers and faculty members are
      saying, “We don’t have time for this. We are good
      teachers, and we can continue to serve our students well with the
      instructional strategies we have always used. Besides, with the
      time demands on us, we don’t have time to learn this new
      technology. As good teachers, we are doing well with our students
      and we don’t need to go through this transition.”

      • 

        Barbara Lindsey on 2009-06-07

        Exactly the response I hear again and again....
    • The
      learning revolution is about constructivist learning, and these new
      communication and information technologies allow us to facilitate
      constructive learning in ways that we could never do before. They
      are becoming cognitive
      amplifiers that will accelerate learning and the development of
      new knowledge in the same ways that machines accelerated production
      during the industrial revolution.
    • The third reason schools will be driven to change is that
      we have now reached a point where work is learning . Work in
      the workplace is learning.   Work in the larger
      community surrounding the schools is about learning every day.
        It's not just about
      putting bolts on things anymore.
    • The fourth force is that learning communities have no
      boundaries .   In a
      networked learning community, schools and classrooms will simply
      become nodes in a larger learning environment.
    • The fifth factor affecting schools is that the home is becoming a learning
      place .
    • The final force driving change in schools is kid power.
       
• 06 Jun 09
  

  Ian Hecht
• 

  Julie Parsons
• 24 May 09
  

  roberto marcolin

  Today’s model of schooling is to bring the learner to the knowledge—tomorrow we will bring the knowledge to the learners. We must recognize that schools and classrooms are becoming nodes in networked learning communities. We must begin to think about how

  education learning school web2.0

• 21 May 09
  

  James Folkestad
  • If a surgeon from the 1800s walked into an operating room today
    where arthroscopic surgery was being performed, could that surgeon
    step in and perform the surgery?
  • Most of what we are doing
    with computers is comparable to putting steam engines in wooden
    sailing ships.
  • 1 more annotations...
  • • Most of what we are doing
      with computers is comparable to putting steam engines in wooden
      sailing ships.

      • 

        James Folkestad on 2009-05-21

        This is a very nice metaphor for what is going on in today's classrooms.
• 20 May 09
  

  Tammy Flaman
• 

  Lance Pollard

  education technology change ecmp355

• 

  Brian

  great article about how learning and school has or has not changed and what needs to be transformed to prepare for today and the future to meet the needs of students and teachers

  21stcentury ISDEPT architecture article building change design education journal leadership learning research schools technology

  • But most schools and classrooms will no longer be the central learning hubs they
    are today.   Today’s model of
    schooling is to bring the learner to the knowledge—tomorrow we will bring the
    knowledge to the learners.   We must
    recognize that schools and classrooms are becoming nodes in networked learning
    communities.   We must begin to
    think about how to organize learning in networked communities and not limit
    learning within the boundaries of classrooms and school buildings—which would be
    to limit our thinking to what has been possible in the past in a single school
    or node.

    • 

      Brian on 2009-05-20

      This statement really needs to be foundational in school construction project design and planning work. We need to completely rethink how schools are designed. A 100 year old design is not the right design to support the learning community model described here.
  • The new and more powerful opportunity
    
    
    available to educators today is to use these
    technologies to help
    
    individuals collaboratively construct
    networked learning
    
    communities that will accelerate and augment
    the community’s
    
    learning, as well as each individual’s
    learning.

    • 

      Brian on 2009-05-20

      I wonder how this and other ideas here transfer to each level (eg, elementary, middle, secondary)? These statements aren't differentiated for age appropriateness. I'd like to see that fleshed out.
  • 4 more annotations...
  • • We need to get rid of the circle and enable them to be learners in an open
      learning environment (see Figure 5). One of the large “L’s”
      in the diagram is the expert learner

      • 

        Brian on 2009-05-20

        This is transformational! I hear from principals all the time that teachers are uncomfortable using technology in front of their students... the teachers want to become proficient with technology before using it in class... in this model, they are learners alongside their students and each has their own domain knowledge and expertise to offer to the community. I like it!
      • 

        Mark Hines on 2009-07-11

        The image and what it implies gets the to heart of what needs to change to save education - in the day 2 keynote of NECC09, the debate on bricks or mortar, good or bad, ended up being a somewhat agreement that the problem isn't B&M - it is what happens in them - this is the best, research evidenced solution, and technology needs to play a critical role to support it.
    • Did the open space concept fail, or did we fail to prepare teachers who could
      teach in an open space model? We changed the physical space in those buildings,
      but because we continued to prepare most teachers as if the only way to teach is
      using the solo, stand alone, self-contained, isolated classroom model—the open
      space concept could not work

      • 

        Brian on 2009-07-09

        This is a key point. A failed school design does not mean the design is wrong. How the learning community is implemented within the physical space is absolutely key to success. The real challenge is shifting the culture of teaching from a traditional model to a networked learning community model.
    • we have to prepare teachers very differently than we have in the past

      • 

        Brian on 2009-07-09

        How do we do that with teacher unions that are often resistent to change. "very differently" in this context is quite scary for traditionalists.
    • Any organization that adopts a new technology without significant organizational
      change is doomed to failure. You have to change the organization. You cannot
      just add the technology

      • 

        Brian on 2009-07-09

        This is profound. For too many years we've added technology to schools and classrooms and continued with the same general model of teaching and learning. We use words like "enhance learning with technology" when we should be saying "transform learning through the use of technology". Technology projects are organizational change projects which implies transformation.
• 

  Carl Anderson

  education 21stcentury research

• 19 May 09
  

  Michael Walker

  education technology change 21stcentury schools educational_reform

• 

  Karen McMillan

  education 21stcentury

• 18 May 09
  

  David McGeary
  • eally think about it.
    “If we didn’t have today’s schools,
• 

  Donna DesRoches

  worth reading - noting and adding to the annotations on the page

  21stcentury research change

• 

  Sheryl Nussbaum-Beach

  future_of_edc

• 

  Rhondda Powling

  article2read education educational_reform educational_technology 21stcentury research change schools

• 17 May 09
  

  Sheri Trapp-Cordova

  Good Question

  technology education research

• 

  felisa isakson

  education technology schools research computer

• 

  Kevin Hodgson

  Interesting article about education

  schools 21stcentury

  • Invention and knowledge
    generation . The third dimension of a learning community is
    “invention” and knowledge generation.   In this mode, young and old
    learn to collaboratively construct new knowledge.   Through this collaborative
    learning, young and old join forces to create the future. The
    community values innovation, and Change is Good .   Our traditional K-12
    schools have rarely made room for adults and young people to
    collaboratively contribute to each other’s learning, or to
    the development of new knowledge on a sustained basis.   But our information age
    economy demands this intergenerational, collaborative construction
    of knowledge, and our schools will fail to develop young people who
    can be productive citizens in this economy if they do not support
    this mode of learning.
  • Change Is
    Inevitable
• 

  Michael Wacker

  The investment of resources on this scale is comparable to the space program. The process of building this infrastructure is similar to launching a rocket in education. Now that we have launched that rocket, we must learn to fly. That may seem backwards,

  education technology leadership design

• 16 May 09
  

  Ty Yost

  If We Didn’t Have the Schools We Have Today, Would We Create the Schools We Have Today?

  education technology research

• 

  Rafael Ribas

  education vision technology

  • The Virtual High School
• 

  Jason Paddock

  education technology 21stcentury schools

• 

  H. Hampson

  If We Didn’t Have the Schools We Have Today, Would We Create the Schools We Have Today?

  education technology research children school learning design change

• 15 May 09
  

  Michelle Olah
• 

  Dean Shareski

  Annotated link http://www.diigo.com/bookmark/http%3A%2F%2Fwww.citejournal.org%2Fvol1%2Fiss1%2Fcurrentissues%2Fgeneral%2Farticle1.htm

  education technology change ecmp355

  • We have to start preparing teachers differently. If we are going to
    continue preparing educators to work as solo, stand-alone teachers
    in self-contained, isolated classrooms, we are going to perpetuate
    the schools we have toda

    • 

      Dean Shareski on 2009-05-15

      This is exactly the focus on my course at the University of Regina. My disclaimer to my students is that they have grown up in a system that for the most part, worked for them. It's going to be hard for them to change as well.
  • Then I ask everyone who uses a touchtone phone to raise
    their hands again. “How many of you with your hands up have
    made the decision to use this technology because of a research
    article that you read?” This is the technology we use to
    communicate with each other every day, and no one can cite an
    article on its effectiveness? I have done this at a lot of
    meetings, and I still have not found anybody who can give me a
    convincing research article or evaluation study that says using
    telephones is a good thing to do. And, actually, I can tell you
    from my own inquiry into this, having worked with the
    telecommunications industry, that there is no research to support
    what you are doing. It’s not there.   Now that you know that
    there is no research to support what you are doing, how many of you
    will get rid of your phones?

    • 

      Dean Shareski on 2009-05-15

      A great response to the arguement about whether or not technology improves learning.
• 

  susan van Gelder

  Written 2000 - relevant

  education technology change 21stcentury schools

• 

  Marilyn Mossman
  • We should stop calling these individuals
    “teachers” and “students” and start calling
    them “learners” instead.   More than just a change of
    names, it is a change to a fundamentally different role.   It is very different to be
    a “learner” than to be a “student” or a
    “teacher.”

    • 

      Marilyn Mossman on 2009-05-15

      How do we get current teachers to accept this change?
  • Many of the people in
    the country who know the most about how to use this technology
    effectively in K-12 schools are the master teachers—whom I
    would call expert learners—in the K-12 schools, and we have a
    lot to learn from them.
• 

  Shea Smith

  education teaching learning schools technology change

• 

  Elysio Soares

  If we didn't have the schools we have today, would we create the schools we have today? by Thomas G. Carroll, U.S. Dept. of Education (2000)

  education change 21stcentury schools technology

• 

  Mary Ann Harlan

  education technology edtech k12 education

  • If we want schools to be
    different, we must start today to prepare teachers
    differently… si gnificantly
    differently.

    • 

      Mary Ann Harlan on 2009-05-15

      Changing before teachers enter the system - but my thought is that is has to be holistic, a system redesign
    • 

      Patrick Higgins on 2009-05-15

      Mary Ann,
      
      I agree that sending "changed" teachers out into schools that are unchanged would be a dangerous thing to do.
  • These bodies of
    knowledge are passed on as valued cultural wealth
  • 3 more annotations...
  • • ommunity is often focused on applied learning, in which existing
      knowledge and understandings are revised through experience.
    • they model learning through collaboration to
      solve problems and achieve goals they have in common.

      • 

        Mary Ann Harlan on 2009-05-15

        mentorships, apprenticeships, models have existed - but question - I can see this with older kids, what about younger how does that look?
    • A learning community
      learns as a community—unlike a community of learners in which
      each individual is engaged in his or her own learning.

      • 

        Mary Ann Harlan on 2009-05-15

        Wow
      • 

        Dean Shareski on 2009-05-15

        I hadn't really thought about this distinction before.
• 

  Ben Louey

  If We Didn’t Have the Schools We Have Today, Would We Create the Schools We Have Today?

  education change technology schools 21stcentury

• 

  James Schirmer

  education technology design learning research 2.0

• 

  Will Richardson

  Today’s model of schooling is to bring the learner to the knowledge—tomorrow we will bring the knowledge to the learners. We must recognize that schools and classrooms are becoming nodes in networked learning communities. We must begin to think about how to organize learning in networked communities and not limit learning within the boundaries of classrooms and school buildings—which would be to limit our thinking to what has been possible in the past in a single school or node.

  network_literacy shifts schools 3rdedition quoteable

  • And the trick is, if you
    wouldn’t create today’s schools, what are you doing
    about it?   If we
    continue to prepare teachers as we have always prepared them, we
    are going to continue to recreate the schools we have always had.

    • 

      Will Richardson on 2009-05-15

      Too true. This is a huge professional development undertaking.
  • Papert (1996) has suggested that another way to think about this
    question is to ask, “If the changes in education over the
    last 100 years had been as dramatic as the changes in medicine over
    that time, what would our schools look like today?”
  • 33 more annotations...
  • • Today’s
      model of schooling is to bring the learner to the
      knowledge—tomorrow we will bring the knowledge to the
      learners.   We must
      recognize that schools and classrooms are becoming nodes in
      networked learning communities.   We must begin to think
      about how to organize learning in networked communities and not
      limit learning within the boundaries of classrooms and school
      buildings—which would be to limit our thinking to what has
      been possible in the past in a single school or node.
    • A Networked Learning Community is constructed as its
      members collaborate to achieve common goals, learning together as
      they develop solutions for problems they are addressing in common.
      As the learning community grows, the members of the community
      develop new knowledge and skills through their participation and
      contributions. Everyone becomes a learner in a Networked Learning
      Community, and the distinctions between students and teachers fade
      away.  

      • 

        Will Richardson on 2009-05-15

        That part about the distinctions between students and teachers fading away is a big, big shift for most. This is where the idea of Learning First, Teaching Second comes in.
      • 

        Mary Ann Harlan on 2009-05-15

        Teachers as learners, modeling a passion for learning, sharing enthusiasm, as well as strategies for learning
    • The first dimension is knowledge
      “transmission” and conservation.   In this learning mode, the
      community focuses its resources on ensuring that the young learn
      from the old.
    • The second dimension of a learning community is knowledge
      “adaptation.”   In this mode, traditions
      and existing knowledge are modified to accommodate new
      developments.   The old
      often learn from the young (as they do when older generations in
      immigrant families learn from their children, who adapt quickly to
      new cultural traditions).   Old knowledge blends with
      new. The community values progress and accepts that Change is Necessary . The
      community is often focused on applied learning, in which existing
      knowledge and understandings are revised through experience.
    • The third dimension of a learning community is
      “invention” and knowledge generation.   In this mode, young and old
      learn to collaboratively construct new knowledge.

      • 

        Will Richardson on 2009-05-15

        This is huge. "Collaborativly construct new knowledge."
    • Through this collaborative
      learning, young and old join forces to create the future. The
      community values innovation, and Change is Good .
    • But our information age
      economy demands this intergenerational, collaborative construction
      of knowledge, and our schools will fail to develop young people who
      can be productive citizens in this economy if they do not support
      this mode of learning.

    • • If
        you are an experienced learner in the community—practiced at
        solving problems—you have a role to play helping others to
        learn. You may bring past knowledge and experience, and you will
        learn more as you help them learn.
        
        

      • 
        

        If
        you are a young person or a novice at learning in a particular
        field, you still have a role to play as you construct your own
        knowledge and understanding, and through that process contribute
        new insights, experiences, and creations that enhance the learning
        of others in the community.
        

    • In the
      networked learning communities of the future, expert learners (we call
      them teachers, educators, scientists, and researchers today) are
      going to be recognized for their ability to learn and help others
      learn, as they continue to construct new knowledge and develop
      their own expertise.

      • 

        Will Richardson on 2009-05-15

        This is such a great statement. Will be recognized for their ability to learn and help others learn.
      • 

        Dean Shareski on 2009-05-15

        "expert learners" That's what I"m talkin' 'bout! ;)
      • 1 more sticky notes...
      • • 

          James Folkestad on 2009-05-21

          This is directly to the point. "Expert learners" help other learners build and increase their learning edgility (see edgility.net) and enter a space to connect with their passions.
    • Their job will not be to teach – but to
      help others learn, as they model learning through collaboration to
      solve problems and achieve goals they have in common. (A
      significant part of the expert learner’s role will be
      organizing and managing the collaborative learning community.)
       
    • In a networked learning community, we will have
      “schools” that are nodes in a larger learning
      environment, and in those schools there will be no teachers and no
      students– just
      learners .   

      • 

        Will Richardson on 2009-05-15

        Wow.
    • As we begin this transformation, it is important to note
      that a networked learning community is not a community of learners.
        A learning community
      learns as a community—unlike a community of learners in which
      each individual is engaged in his or her own learning.

      • 

        Will Richardson on 2009-05-15

        Very true.
    • The new and more powerful opportunity
      available to educators today is to use these technologies to help
      individuals collaboratively construct networked learning
      communities that will accelerate and augment the community’s
      learning, as well as each individual’s learning.

      • 

        Will Richardson on 2009-05-15

        I struggle with how this networked learning becomes tangible. What does it look like for the group as opposed to the individual?
    • This
      can only be an effective mode of education when the content is
      assumed to consist of static or immutable facts, and when our
      expectation is that all learners need to acquire the same facts at
      the same time.   This
      is the transmission and knowledge conservation learning mode.
    • Once we move the teacher—as an expert
      learner—into the learning activity we begin modeling the
      learning process with the students. They are all learning together. And as I have said,
      once we reach this point, it’s not useful to distinguish
      between students and teachers, because they are all learning.
    • Trying to introduce new technologies into schools without
      these changes would be similar to efforts in the sailing industry
      during the 1800s, when steam engines were installed in wooden
      sailing ships.
    • The sailing industry never got the true benefits of steam
      power until they reached the constructive transformation. They
      altered the entire design of ships. They took down the masts, got
      rid of the sails, changed the whole configuration of the ship, and
      made it of steel. They changed the design, because to work
      effectively, sailing ships need a very different hull shape than
      steam driven ships. Once they made this transformation, and once
      they prepared the sailors to navigate with these new vessels, they
      achieved tremendous benefits from the new technology.
    • In our schools, we are only
      beginning to think about how to change our learning models with
      these modern technologies.   Most of what we are doing
      with computers is comparable to putting steam engines in wooden
      sailing ships.
    • But
      these transitional phases are important steps toward using these
      transformational technologies for improved learning.

      • 

        Will Richardson on 2009-05-15

        This is what I want to say to Gary Stager. This is a process. VIrtually nothing acheives excellence on the first try.
    • We will not get
      out of our wooden ship schools until we use communication
      technologies for two-way interactivity that allows us to
      collaboratively construct the learning experience and new
      knowledge.

      • 

        Will Richardson on 2009-05-15

        I wonder how many people still don't understand this.
    • Since we have all seen that schools have the power to
      resist change, why do I think these technologies will give us the
      power to transform education? I think there are a number of
      reasons, similar to the forces that lead us all to use phones
      whether we have the research to support that use or not. These
      forces are going to drive changes in education whether we are ready
      for them or not.

      • 

        Will Richardson on 2009-05-15

        Sounds like Shirky.
    • The web is
      displacing CDs and other fixed content approaches because it
      supports interactive communication and collaborative construction
      of knowledge.   This is
      a force that schools cannot resist.   The Web gives learners
      access to powerful learning opportunities anytime and anywhere.
        Learners have open
      access to this new learning tool, whether the schools are ready or
      not.

      • 

        Will Richardson on 2009-05-15

        This is depressing. We're making the same argument today.
    • The second factor to consider is that these interactive communication
      technologies give power to the learning revolution.
    • The
      learning revolution is about constructivist learning, and these new
      communication and information technologies allow us to facilitate
      constructive learning in ways that we could never do before. They
      are becoming cognitive
      amplifiers that will accelerate learning and the development of
      new knowledge in the same ways that machines accelerated production
      during the industrial revolution.
    • The third reason schools will be driven to change is that
      we have now reached a point where work is learning . Work in
      the workplace is learning.
    • The fourth force is that learning communities have no
      boundaries .   In a
      networked learning community, schools and classrooms will simply
      become nodes in a larger learning environment. The boundaries of
      the schools and classrooms with their fixed curriculum and dated
      texts are no longer going to limit learning.
    • An increasing number of
      parents are discovering that they can make more powerful learning
      opportunities available to their children in the home than they can
      in the schools, and unless the schools change, more parents will
      collaborate to construct alternative learning opportunities with
      these technologies.
    • First, the purpose of
      education will move from being curriculum driven to being learning
      centered.
    • It will be driven
      by knowledge work in a networked learning community.
    • The teacher will become an
      expert learner organizing and leading others in networked learning
      communities.

      • 

        Will Richardson on 2009-05-15

        To me, this is the money quote. Helping kids to grow their own personal learning networks in safe, effective and ethical ways.
    • Any time
      we put teachers and students in predefined courses with a linear
      design, bound by dated texts, credit hours and static tests of
      factual recall, we are still on a wooden sailing ship. What we are
      moving toward is authentic, long-term projects, asynchronous
      learning, knowledge-work and nonlinear learning.   “Just-in-time,”
      consumable information used for specific purposes, instead of
      “just-in-case” facts packed into our heads at an early
      age that few of us can recall.
    • They are learning to access
      and use knowledge when and where they need it.
    • Assessment will be
      embedded on an ongoing basis in electronic learning activities and
      documented in digital portfolios. We will move from a standard,
      one-size-fits-all curriculum to mass customization in education. We
      are already seeing this in other industries—the automobile
      industry, the clothing industry. You can go on-line now and buy
      clothes that are custom-made to your style, shape, and dimensions.
      It is called mass customization, and we are going to have education
      that follows that model.   These modern learning
      technologies give us for the first time the power to truly
      individualize learning.

      • 

        Will Richardson on 2009-05-15

        I agree. And this is something that we don't talk about enough. Everything is customized for us these days...except learning.
• 

  Jan Smith

  education change technology 21stcentury

• 

  Steven Diaz

  education change technology

• 

  Phil Taylor

  education change technology plan ictag SJR

  • I believe that in the near future the places
    where children will learn are not going to look anything like the
    schools we have today.  
• 

  Tania Sheko

  if we didn't have the schools we have today, would we create the schools we have today? by Thomas G. Carroll

  schools education change technology

• 

  lenva shearing

  professionalreading

• 

  Elizabeth Crispino

  education

• 

  John Evans
  • Networked Learning
    Communities
• 

  Marama Stewart

  read teacher

• 

  Sharon Elin

  CITE Journal Article

  article2read education educational_reform educational_technology

  • 

    • 

      Sharon Elin on 2009-05-15

      This analogy of equipping sailing vessels with steam engines works well as an illustration of technology being plugged into traditional classrooms.
  • We need to get the teacher into
    the game. The teacher needs to get in there and be part of the
    learning process, actively engaged in solving the problem with the
    students and learning with the students—not teaching but
    modeling learning with the students by functioning as an expert
    learner solving problems and constructing new knowledge with the
    students.
  • 5 more annotations...
  • • modeling the
      learning process
    • we will get the same result if we
      introduce modern learning technologies in our schools but do not
      prepare teachers to work in this new learning environment.   If we want to take
      advantage of these new technologies and the billions we are
      investing in equipment for our schools, we have to prepare teachers
      very differently than we have in the past. We have to change our
      own model of teaching and instruction in higher education.
    • Any
      organization that adopts a new technology without significant
      organizational change is doomed to failure. You have to change the
      organization. You cannot just add the technology. You have to
      actively work on changing the roles of the teachers, the roles of
      the students, the roles of the parents, and the roles of the
      administrators, and start to work toward building new relationships
      and new structures
    • Trying to introduce new technologies into schools without
      these changes would be similar to efforts in the sailing industry
      during the 1800s, when steam engines were installed in wooden
      sailing ships.
    • We will not get
      out of our wooden ship schools until we use communication
      technologies for two-way interactivity that allows us to
      collaboratively construct the learning experience and new
      knowledge.
• 

  justin hardman

  learning2 education hkistech

• 11 May 09
  

  Kim Cofino

  research education technology future article learning 21stcentury PLC change

• 07 Apr 09
  

  Gene McCracken

  web2.0

  • First, the purpose of
    education will move from being curriculum driven to being learning
    centered. Learning is a verb, not a noun
  • Assessment will be
    embedded on an ongoing basis in electronic learning activities and
    documented in digital portfolios.
• 28 May 07
  

  Liz Dorland

  Safari-LDPB-5-07 NSF NSFConversation del.icio.us

• 11 Apr 06
  

  Karen Montgomery
• 22 Apr 03
  

  Ken Bakken

  No Limit! New Grant

Public Stiky Notes

• 
  Sharon Elin on 2009-05-15
  This analogy of equipping sailing vessels with steam engines works well as an illustration of technology being plugged into traditional classrooms.
• 
  Mark Hines on 2009-07-11
  After visiting the MET in Providence, I am convinced that Littky has already answered this question with an entirely new way of thinking of school - and he has plenty of data to show IT WORKS!
• 
  Will Richardson on 2009-05-15
  Too true. This is a huge professional development undertaking.
• 
  Dean Shareski on 2009-05-15
  This is exactly the focus on my course at the University of Regina. My disclaimer to my students is that they have grown up in a system that for the most part, worked for them. It's going to be hard for them to change as well.
• 
  Patrick Higgins on 2009-05-15
  Mary Ann,
  
  I agree that sending "changed" teachers out into schools that are unchanged would be a dangerous thing to do.
• 
  Mary Ann Harlan on 2009-05-15
  Changing before teachers enter the system - but my thought is that is has to be holistic, a system redesign
• 
  Brian on 2009-05-20
  This statement really needs to be foundational in school construction project design and planning work. We need to completely rethink how schools are designed. A 100 year old design is not the right design to support the learning community model described here.
• 
  Mary Ann Harlan on 2009-05-15
  Teachers as learners, modeling a passion for learning, sharing enthusiasm, as well as strategies for learning
• 
  Will Richardson on 2009-05-15
  That part about the distinctions between students and teachers fading away is a big, big shift for most. This is where the idea of Learning First, Teaching Second comes in.
• 
  Will Richardson on 2009-05-15
  This is huge. "Collaborativly construct new knowledge."
• 
  Mark Hines on 2009-07-11
  of course, the wonderful thing about this is that this is age-independent - it allows even a very young learner an opportunity to be the expert - we rarely enable this kind of human potential in schools.
• 
  James Folkestad on 2009-05-21
  This is directly to the point. "Expert learners" help other learners build and increase their learning edgility (see edgility.net) and enter a space to connect with their passions.
• 
  Dean Shareski on 2009-05-15
  "expert learners" That's what I"m talkin' 'bout! ;)
• 
  Will Richardson on 2009-05-15
  This is such a great statement. Will be recognized for their ability to learn and help others learn.
• 
  Mary Ann Harlan on 2009-05-15
  mentorships, apprenticeships, models have existed - but question - I can see this with older kids, what about younger how does that look?
• 
  Will Richardson on 2009-05-15
  Wow.
• 
  Will Richardson on 2009-05-15
  Very true.
• 
  Brian on 2009-05-20
  I wonder how this and other ideas here transfer to each level (eg, elementary, middle, secondary)? These statements aren't differentiated for age appropriateness. I'd like to see that fleshed out.
• 
  Dean Shareski on 2009-05-15
  I hadn't really thought about this distinction before.
• 
  Mary Ann Harlan on 2009-05-15
  Wow
• 
  Will Richardson on 2009-05-15
  I struggle with how this networked learning becomes tangible. What does it look like for the group as opposed to the individual?
• 
  Marilyn Mossman on 2009-05-15
  How do we get current teachers to accept this change?
• 
  Mark Hines on 2009-07-11
  The image and what it implies gets the to heart of what needs to change to save education - in the day 2 keynote of NECC09, the debate on bricks or mortar, good or bad, ended up being a somewhat agreement that the problem isn't B&M - it is what happens in them - this is the best, research evidenced solution, and technology needs to play a critical role to support it.
• 
  Brian on 2009-05-20
  This is transformational! I hear from principals all the time that teachers are uncomfortable using technology in front of their students... the teachers want to become proficient with technology before using it in class... in this model, they are learners alongside their students and each has their own domain knowledge and expertise to offer to the community. I like it!
• 
  Mark Hines on 2009-07-11
  what a contrast between these two views on what to do with learners in an open environment. The big shift will have to be re-tolling teacher's mindsets about how to teach in these settings. Folks like High tech High and the MET have given up expecting to hire the right kind of teachers, and instead have opened their own schools of education to get teachers to develop the correct pedagogy and philosophy.
• 
  Brian on 2009-07-09
  This is a key point. A failed school design does not mean the design is wrong. How the learning community is implemented within the physical space is absolutely key to success. The real challenge is shifting the culture of teaching from a traditional model to a networked learning community model.
• 
  Brian on 2009-07-09
  How do we do that with teacher unions that are often resistent to change. "very differently" in this context is quite scary for traditionalists.
• 
  Brian on 2009-07-09
  This is profound. For too many years we've added technology to schools and classrooms and continued with the same general model of teaching and learning. We use words like "enhance learning with technology" when we should be saying "transform learning through the use of technology". Technology projects are organizational change projects which implies transformation.
• 
  Barbara Lindsey on 2009-06-07
  Exactly the response I hear again and again....
• 
  James Folkestad on 2009-05-21
  This is a very nice metaphor for what is going on in today's classrooms.
• 
  Will Richardson on 2009-05-15
  This is what I want to say to Gary Stager. This is a process. VIrtually nothing acheives excellence on the first try.
• 
  Will Richardson on 2009-05-15
  I wonder how many people still don't understand this.
• 
  Dean Shareski on 2009-05-15
  A great response to the arguement about whether or not technology improves learning.
• 
  Will Richardson on 2009-05-15
  Sounds like Shirky.
• 
  Will Richardson on 2009-05-15
  This is depressing. We're making the same argument today.
• 
  Mark Hines on 2009-07-11
  the past 8 years of tech development have moved us even further along this proposition. Although there is a lot of hand wringing and "schools and teachers are resistant to change" the movements to charters, new school models, online education that works (check the research on this) and new models for schools indicate the disruptive wave (Christensen, Horn et el) are coming sooon!
• 
  Will Richardson on 2009-05-15
  To me, this is the money quote. Helping kids to grow their own personal learning networks in safe, effective and ethical ways.
• 
  Will Richardson on 2009-05-15
  I agree. And this is something that we don't talk about enough. Everything is customized for us these days...except learning.
• 
  Brenda Muench on 2009-07-02
  Web 2.0 Applications are the beginning of this change I think. Let the users decide what they need and how they want to use it but it's got to be collaborative in nature!

Page Comments

• 
  Cory Robertson on 2009-06-10
  The problem is technology has progressed so much in the past 10 years, that saying, "Yes. Computers can be used to improve schools," is like saying, "Yes. VCRs can be used to improve school." Educators need to stop thinking of computers as the only form of technology capable of delivering curriculum and information.
• 
  Brenda Sherry on 2009-07-12
  RE: Knowledge creation/generation, Papert would say that the problem is often with curriculum; teachers are always teaching what is already known, so co-learning can't happen genuinely. Technology can help create other circumstances.

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