Restructuring our schools is a never ending process. For education itself, is a process, and the schools are representative of that continual change. Early decisions about education were made that "reading, and writing, and 'rithmetic" would be the basics. Applied with general doses of the philosophy of the "golden rule," and once in awhile, with reminders -- some gentle and some not -- of the hickory stick, students had the pattern of their school days.
Now reading has changed to "holistic language" and 'rithmetic has changed to "problem-solving." The golden rule has other terms, such as "multi-cultural understandings; and "conflict resolution." The tune of a hickory stick is now viewed, not as a form of discipline, but as part of the environment. Yes, school days have changed. No longer bashful, almost everyone has an opinion on schools and education. "Back to the basics." "Build solutions to local and global problems." Assess learning better!" "Use criterion-referenced tests." "We must have national standards!" "Everyone can learn." "How are you going to meet the special needs of MY child?" No longer barefoot, the heavy boots of community demands, echo through our halls of learning.
The school structure must once again change. The first goal for restructuring our schools is to change our philosophy so that education starts with the needs of the child. Instead of having a child fit a curriculum, it is important that we believe the curriculum must fit the child. It will not be assumed that the below-average child has all the needs. Nor will it be assumed that the above-average child does not have any needs. What is taught and how it is taught will be based on the needs of every child. No longer can we support a system of devising grades and class schedules, defining isolated curriculum objectives, dictating large class sizes, and then demanding a child will fit in somewhere and that learning will take place. Our schools must believe, support, and practice a philosophy that places the child first. Changes must include, not only each child's present needs, but also those of the future. Objectives to reach this goal are: involve the community in a commitment to education, incorporate parental support for the school's mission, and find creative ways to assist teachers as facilitators of the learning process. This philosophy must include vision , not only for children, but for the expanding possibilities for education.
The second goal for restructuring the schools is to change the learning environment. Composition of learning groups, room arrangement, schedule of learning experiences, and the appropriateness of guided tasks, will be flexible, based on individual needs of children. No longer will each child have a slate that is the same size to be filled with the same kind of writing as last year, to be shared during recitation with the teacher. The restrictions of the slate will be replaced by the expansion of technology. What objectives are needed to change the learning environment?
1. Change the function of classrooms. They should be interfaced with media centers. The learning environment will be wherever children are learning. Whether analyzing data from a science project or word processing feelings through poetry, the computer will play a part. It will create an environment to emphasize thinking -- not just ideas, but the relationship, the application, and the meaning of ideas. Computers will be used with interactive video. The multimedia of the future will necessitate that classrooms be flexible for learners to gather and share. Distant learning and communications networking will bring other "classrooms" closer to particular students. The "I" and "You" of classes will become "We" as technology expands the bridges of cultural and global understandings, and leads to pathways of problems solved together.
2. Change the role of teachers. Technology will be used to help identify what needs children have, how to meet those needs, and then how to evaluate and assess those needs are indeed met. Technology will help teachers adapt curricula to individual learner characteristics. Teachers will not be dispensers of knowledge, but rather the catalysts to empower students to be their own teachers. The goal will be to help students learn to retrieve information quickly and spend time and energy in doing things with it.
3. Change the expectations for learners. Children will be given larger blocks of time to question, absorb, think, use, apply, synthesize, and dream. No longer passive, students will become more active in the learning process. They will be encouraged to use higher level thinking skills, experience problem-solving situations, and assume individual responsibility to learn and help others learn.
How can technology play a part in these changes? What is inappropriate? Passive games that require no thinking are inappropriate. Emphasis on computer "time" is inappropriate. It isn't the time, but the process of relating ideas that is important. What is appropriate? We have barely begun finding the answers to this question. Teachers will use computers for recordkeeping, analysis of information, and preparation of materials. Students will use computers to retrieve information, become more active participants, analyze and apply data, save time, and motivate themselves as responsible learners. Technology can simplify and expedite routine tasks. It can expand and enhance the curriculum and the teaching/learning process. It can provide rich, meaningful experiences that help people reach their potential.
How can these recommendations be implemented? To change the philosophy of teaching and the learning environment, we must recognize the importance of technology as a major tool of education. Administrators must support the philosophy for its role, communities must secure the financial assistance for its materialization, and teachers must provide for its implementation. These implementations are described below.
1. Administrators must provide the leadership with teachers and community resources. With their direction, class sizes must be lowered to allow teachers to teach new technological skills. Support personnel, such as media specialists, directors of technology, and teaching helpers must be provided to assist those working directly with students. Non-teaching tasks need to be minimized or eliminated for teachers. Administrators need to encourage teachers to attend conferences and workshops which provide updated education on use of technology in the classroom. In-services within school districts need to be established for teachers to learn. These sessions need to be visionary in their idealism and realistic in their assistance for teachers. Administrators must support teachers through their positive encouragement, recognition for extended efforts to learn about technology, and provision of time and tools to bring about change.
2. Communities must provide the tax dollars and other financial assistance for technology to be part of their children's education. Creative innovations will be needed to demonstrate how limited budgets and other restraints can still encourage schools to stretch and grow in their technological advancement. School/business partnerships can be formed. Community members can act as mentors for computer assistance. Parents, volunteers, and others in the community are valued contributors on the educational team.
3. Teachers must provide for technology implementation. First, they must recognize the need for change and work towards it. For teachers to lead the way they must share ideas, organize learning activities, and develop technological skills. They need to attend in-services and continue to be alert in finding new ways to grow and learn. Teachers must give extra time, not only to learn technology skills themselves, but to learn the most effective ways of implementing and using them with students.
Will there be obstacles to overcome? Of course. For technology to be implemented in schools, people must feel comfortable with its use. One obstacle is that educators will have different comfort levels based on their abilities, motivational levels, and experiences. In-services and other support must be provided that recognize individual differences. Positive experiences and a barrage of realistic ways of integrating technology into the educational system must take place. All staff members must be shown how technology can be used to carry out the warm, caring, nurturing practices that the best of the profession have always given. Another obstacle is time, or rather, the lack of it. The start-up time for computer competency is sometimes lengthy. Teachers need to understand that this is normal, expected, and temporary! Increased technological skills will pay off many-fold. Sometimes we need to be reminded that as adults we tend to spend our time doing what we do well, yet we expect students to spend much time learning to do what they have never done before. If Margaret and Miguel can learn to tie their shoes and count to ten, then surely Mrs. Madison can learn to count to ten and make a spreadsheet! Another obstacle will be in providing the needed technology. Teach a child to ride a bike and he will ask for a bike! Teach a teacher to use a computer and she will ask for a dozen! Common goals and constant communication will be important to update and coordinate efforts of parent groups and community support organizations. Perhaps the most difficult obstacle will be the realization that support is not a one-shot deal. Learning requires review and reinforcement. Education is a process. Tutorial support, repair service, and continued teamwork is needed so the keyboards stay warm!
What is the rationale for these recommendations? Our ultimate goal for children is to help them become life-long learners. Technology helps make this happen. Teachers, too, must become life-long learners as they manage the changes that constantly occur in the restructuring environment of healthy schools. Effective schools are those that have the support of the communities they serve. Together, everyone shares the challenges and rewards of being a part of education.
How will we know that technology is making effective changes? Look for that change in philosophy. Are there more positive attitudes by teachers and students towards trying and using technology? Is it "common" that both females and males are productive users of computers? Is technology an accepted tool for learning -- a chosen way of bringing about this process of education? Assess the learning that is taking place. Are students less involved with "busy" work and more actively involved as thinkers?
School days will change. Schools will change. Technology will be a major part of that change. How we, as educators, instigate and manage that change will depend upon our own thinking. We no longer can afford to see just the outer surface (the calico dress!) as being important. We must have vision to focus on the higher purposes and opportunities we have to reach children. We can dream of using computers and we can use computers to help us dream! We can work together to make those "school days dreams" come true.
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