I recently participated in an online group colloquia led by Bruce Dixon from Modern Learners, who are doing great things in the education space. Amongst other things, we discussed whether we thought that the schools that we taught in were catering for the modern learners that inhabit our classrooms. The resounding opinion was that they were not. This is no surprise as emerging scholarly analysis shows this loud and clear. In fact, much effort is now directed towards building explanations of why teaching practice is not shifting in response to the changing contexts of teaching. See here my own small amount of research that provides a brief background on this work, with a focus on teacher beliefs about knowledge. In summary, the dominant pedagogies that we all rely on have not changed in any significant way. We embrace the ubiquity of technology and then return to the didactic pedagogy of transmission of knowledge (Wright & Parchoma, 2011).
To prompt discussion, Bruce provided the following idea to reflect on, as first advocated by Seymour Papert. Perhaps we have forgotten that students in our care come to school to learn how to learn. What are your thoughts here? What does it mean to learn?
Why the lack of significant pedagogical change in our education system? I have written elsewhere on this blog about the paradox of innovation without change, which to be brutally honest, means there has been little innovation in teaching practice. It is time to be honest.
Within this context, it is worth giving time to the following ideas.
“Schools and schooling have a long history and practices that persist over time even after the origins of the practice are long forgotten” (Bigum, 2012). Drawing on Actor Network Theory, Bigum argues that past ways of doing things, play a role in not only what can be done but also on what can be imagined is significant. An online version of this paper is available below.
What tracks laid down long ago do you think continue to frame and shape present day pedagogies, so that predominantly transmissionist pedagogies persist in our classrooms?
Please gift me with your thoughts.
Bigum, C. (2012). Edges, exponentials & education: disenthralling the digital. In L. Rowan (Ed.), Transformative approaches to new technologies and student diversity in futures oriented classrooms: Future Proofing Education (pp. 29-43). Dordrecht, The Netherlands: Springer. Retrieved from http://chrisbigum.com/downloads/disenthralling.pdf
Wright, S., & Parchoma, G. (2011). Technologies for learning? An actor-network theory critique of ‘affordances’ in research on mobile learning. Research in Learning Technology, 19(3), 247-258.