As I am approaching almost 2 decades of teaching I am able to reflect on a shift in my role as a teacher. In my early career in London my role was to ‘share knowledge’ and although we sometimes ‘looked something up in the dictionary together’ (just to model how of course) I was perceived by my students as the expert in all areas. When I began teaching the IB PYP in 2001, my perceptions of myself as an educator were challenged. I began to adjust to an increasingly student-centered, concept-driven, inquiry based approach. Perhaps I didn’t need all of the answers to be an effective teacher.
Now, as a teacher attempting to utilize all of the advantages that technology has to offer in my classroom, I find I am definitely not the expert. I am learning continually: sharing, copying, modeling, trying, retrying, listening and reviewing different approaches. For the first time in my career, my students are able to discover things with me, and teach me. ‘Miss, why don’t we do it this way?’ has become one of my favourite questions in the classroom. I am constantly impressed with how quickly young students can utilize new tools, apps and programmes experimenting and sharing their knowledge instantly.
This sharing of knowledge and expertise is having a hugely positive impact on what is happening in my classroom. The connection of like-minded educators around the globe is an outstanding, never ending resource, of new ideas and approaches. As we all try to accommodate the ever evolving technological advances around us, we are able to help, assist, develop and offer practical suggestions for adapting these in the classroom. This connecting and building on knowledge extends the expertise of teachers like never before.
This shift in learning within a digital community is being discussed as a new learning theory.
“Siemens and Downes initially received increasing attention in the blogosphere in 2005 when they discussed their ideas concerning distributed knowledge. An extended discourse has ensued in and around the status of ‘connectivism’ as a learning theory for the digital age.”
Rita Kop and Adrian Hill
‘Connectivism: Learning theory of the future or vestige of the past? 2008
Although the authors conclude that connectivism is not a learning theory in it’s own right they do acknowledge that connectivism:
“Continues to play an important role in the development and emergence of new pedagogies, where control is shifting from the tutor to an increasingly more autonomous learner.”
It seems that the role of the student is also shifting. They are no longer ’empty vessels’ waiting to be filled with knowledge. Technology has enabled them to become contributors and creators in their own learning. The excellent ‘Blooms Digital Taxonomy‘, by Andrew Churches, attempts to incorporate this new digital learning style to facilitate learning. He also discusses the importance of teachers setting the example in their practice:
To prepare our students, our teaching should also model collaboration.
Andrew Churches
Churches provides practical examples of what being creative is currently like digitally, including coding, filming, animating, videocasting, directing, producing, video logging etc. All great practical suggestions of how we can try to encompass the modification and redefinition stages of the SAMR model, developed by Dr. Ruben Puentedura (explained briefly below by Candace M).
As teachers we are at a compelling time in education. Incorporating endless new technologies to prepare our students for an ever-changing world. Luckily, our connections mean that we’re not alone. Even our youngest students can help us to create this. And whilst we tackle this task of the future we should remember some wise words from the past:
Schools of Tomorrow, 1915
Just briefly reflecting on the technical aspects of your post, @amandamccloskey:
Great use of the integration of multimedia in your post through correctly cited images, the SAMR video and quotes from the reading. It helps to provide the reader with a more interesting experience and grounds your content to the readings.
If that photo at the top is from your own classroom, even better! It’s always great to see how this course can directly influence change and reflection in your own practice.
You have articulated so many of the thoughts I have been trying to tease out and unravel this week! I too love it when students ask me why we are doing this. I used to dread that question as a new teacher. Now, with technology, it is so easy to show them how relevant what they are learning is to real life! I would love you to read the blog I just posted about some of the same topics: https://www.coetail.com/indomac/?p=16 I would love to hear what you think!
Thanks for your comment Kate. I enjoyed reading your blog post too.
I can relate to the mind shift change you went through as you evolved from teacher to inquiry facilitator… but what struck me most in your blog post was your quote from John Dewey. I think I’m going to plaster it on on the outside of my laptop so everyone can see it every time I’m at a faculty meeting! Keep on learning from your kiddos… it’s the best!
Thanks Angela, I’m glad you like the John Dewey quote- it’s incredible to think he said that 100 years ago and it still applies to strongly today!
Hi Amanda, I have been teaching for about the same number of years as you so the points you make in this post resonate deeply with me. Like you, I have experienced several changes in gear through the years I have been working in education. Moving from “expert” to “facilitator” coincided with my own children’s births and early childhood, therefore it was refreshing to no longer have to feel I had to live up to a very unrealistic “sage on the stage” persona as I faced my classroom every morning! Now as our roles as teachers undergo a further transition, my own sons have reached the ages where they can be independent consumers of technology. This experience is teaching me that many children today not expect us to possess the same levels of technological skill that they do. What they do need and want from us now, more than ever, are good doses of ‘old-fashioned” support and guidance. Working through COETAIL gives us the skills and depth of knowledge we need to understand the world we now all operate in and how it is changing our classrooms and the children in our care. Welcome and the very best of luck to you! – Nicola (www.coetail.com/nicolatakizawa) .
Thanks Nicola! I think you raise an interesting point about how students expectations have changed. Guidance and support are what they require and expect.
**Apologies for the typos!!
Hi Amanda, great blog post, and one that certainly resonates with a number of us who have been teaching for a years now!
For me, moving into a inquiry based curriculum I have learned to refine my questioning skills to challenge the learners to think more deeply, to ask questions, to revisit, reflect, explore, discuss and create. I have learned to step back more, to observe and to trust and my skills as a facilitator/coach continue to improve. Furthermore, when I look around at my colleagues, (within school and online) I think about the vast amount of sharing of resources, ideas and knowledge that occurs today, in comparison to days gone by demonstrates a change in thinking, a change in our approach. Tonight’s #pypchat regarding homework is an excellent example of this, and something that occurs with regularity in today’s educational society.
I wonder what the view is of those Millennial teachers out there. Have they too noticed a shift?
Thanks again for the post as it certainly made look back and reflect upon my shift.
Thanks Donovan I appreciate the feedback. I agree the vast amount of sharing has had a huge impact on our teaching. It’s amazing & beneficial that so many teachers are willing to share their knowledge & expertise.
I have to agree with everyone above, this is a great post and I’ve been through some of the same changes. Your “empty vessels” comment brings me back to Paulo Freire and the Pedagogy of the Oppressed that I studied in grad school along with a trip to El Salvador. It was an amazing experience in which we saw several rural schools with very little resources developing amazing thinkers through conversation and a place based education. At the time, almost ten years ago now, a tiny school in Santa Marta seemed so far ahead of the huge county system I was a part of in the States. It had a huge impact on my early years of teaching.
Now we have the advantage of the amazing connections and resources that the internet and modern technology present us. It is so encouraging to constantly be reminded that there are other like minded teachers out there working to create thinkers instead of consumers.
Hi Ryan, thanks for the comment. The rural schools in El Salvador sound inspiring. Great to hear that thinking is such a priority.