Comments on: URGENT: 21st Century Skills for Educators (and Others) First http://weblogg-ed.com/2008/urgent-21st-century-skills-for-educators-and-others-first/ The Read/Write Web in the Classroom Mon, 12 May 2008 12:34:55 +0000 http://wordpress.org/?v=2.5 By: Beth Poss http://weblogg-ed.com/2008/urgent-21st-century-skills-for-educators-and-others-first/#comment-49401 Beth Poss Sat, 29 Mar 2008 19:25:12 +0000 http://weblogg-ed.com/2008/urgent-21st-century-skills-for-educators-and-others-first/#comment-49401 Will, First of all, while I agree wholeheartedly with most of what you have to say, becoming a vegetarian is not going to save the world. Try becoming self sustaining, instead. In my house this means raising chickens for eggs and meat (if you can bear to butcher them after feeding them everyday--I personally can't), eating venison or other game that you can hunt locally (this is the source of 80% of the meat I eat--and it supports our local environment by decreasing the population of deer that are running out of room to live because of over development), growing your own vegetables (this can be done in pots if you don't have the luxury of a garden spot)and buying as much else from local producers and farmers as possible, thereby decreasing your carbon footprint from shipping in vegetables or anything else from more than 50 miles away. Now that I have gotten that out of my system, I would love to see educators and administrators be technology adopters, rather than technology avoiders! In my district we can't use blogs, wikis, or many other Web 2.0 tools, and quite honestly, I would be thrilled to see PowerPoint being used more regularly in the classrooms that I consult to--it would be better than nothing! Thanks for your inspiring perspective on things--I rely heavily on your book and your blog in my Johns Hopkins University course on Web 2.0 Tools in Education. Beth Will,
First of all, while I agree wholeheartedly with most of what you have to say, becoming a vegetarian is not going to save the world. Try becoming self sustaining, instead. In my house this means raising chickens for eggs and meat (if you can bear to butcher them after feeding them everyday–I personally can’t), eating venison or other game that you can hunt locally (this is the source of 80% of the meat I eat–and it supports our local environment by decreasing the population of deer that are running out of room to live because of over development), growing your own vegetables (this can be done in pots if you don’t have the luxury of a garden spot)and buying as much else from local producers and farmers as possible, thereby decreasing your carbon footprint from shipping in vegetables or anything else from more than 50 miles away.
Now that I have gotten that out of my system, I would love to see educators and administrators be technology adopters, rather than technology avoiders! In my district we can’t use blogs, wikis, or many other Web 2.0 tools, and quite honestly, I would be thrilled to see PowerPoint being used more regularly in the classrooms that I consult to–it would be better than nothing! Thanks for your inspiring perspective on things–I rely heavily on your book and your blog in my Johns Hopkins University course on Web 2.0 Tools in Education.
Beth

]]> By: Mr. Mills Blog » Blog Archive » Much to Discuss http://weblogg-ed.com/2008/urgent-21st-century-skills-for-educators-and-others-first/#comment-49380 Mr. Mills Blog » Blog Archive » Much to Discuss Fri, 28 Mar 2008 19:59:59 +0000 http://weblogg-ed.com/2008/urgent-21st-century-skills-for-educators-and-others-first/#comment-49380 [...] from the rooftops that computer literacy needs to be part of any good curriculum. Anyway, here is a link to an blog post about the urgency for computer literacy for teachers. And, here is a link supporting the learning of computer programming in a technology [...] […] from the rooftops that computer literacy needs to be part of any good curriculum. Anyway, here is a link to an blog post about the urgency for computer literacy for teachers. And, here is a link supporting the learning of computer programming in a technology […]

]]> By: Steve Ransom http://weblogg-ed.com/2008/urgent-21st-century-skills-for-educators-and-others-first/#comment-49068 Steve Ransom Tue, 25 Mar 2008 23:30:45 +0000 http://weblogg-ed.com/2008/urgent-21st-century-skills-for-educators-and-others-first/#comment-49068 Hah... that's a good one. I really do understand your logic regarding the problems that our current filtering systems create for schools, teachers, and learning. I am amazed when I hear stories of legitimate sites likes blogs and wikis and the like being filtered out. But that is less a problem with filters as it is with those administering them. Keyword filtering is a losing battle to be sure. I still think teachers should hold that power. In terms of your comment that then they would be subject to blame when things "go bad" - they would be subject to the same blame with our without filters. So, it is not really a filter-specific issue. As for the "wheels on the car" analogy - I think that is a bit too extreme. A car without wheels cannot be used for transportation at all. There is still plenty of informative information that can be accessed with filters in place. Perhaps a better analogy is a car with underinflated tires - it takes much more energy to travel, the ride is not very good, and eventually you will have a blowout (just like the blowouts we get when sites we need are blocked!). Anyway, great discussion. Thanks for sharing your perspective an insight. Hah… that’s a good one. I really do understand your logic regarding the problems that our current filtering systems create for schools, teachers, and learning. I am amazed when I hear stories of legitimate sites likes blogs and wikis and the like being filtered out. But that is less a problem with filters as it is with those administering them. Keyword filtering is a losing battle to be sure. I still think teachers should hold that power. In terms of your comment that then they would be subject to blame when things “go bad” - they would be subject to the same blame with our without filters. So, it is not really a filter-specific issue. As for the “wheels on the car” analogy - I think that is a bit too extreme. A car without wheels cannot be used for transportation at all. There is still plenty of informative information that can be accessed with filters in place. Perhaps a better analogy is a car with underinflated tires - it takes much more energy to travel, the ride is not very good, and eventually you will have a blowout (just like the blowouts we get when sites we need are blocked!).

Anyway, great discussion. Thanks for sharing your perspective an insight.

]]> By: nlowell http://weblogg-ed.com/2008/urgent-21st-century-skills-for-educators-and-others-first/#comment-49061 nlowell Tue, 25 Mar 2008 21:02:46 +0000 http://weblogg-ed.com/2008/urgent-21st-century-skills-for-educators-and-others-first/#comment-49061 I wouldn't argue against putting the filter controls in the hands of the teacher, but it's one more thing to ask teachers to do -- and to blame them for when it goes bad. The example of the magazine rack is a good one. I'm ok with this because the blocks on "inappropriate" don't inadvertently block the rest. You can unambigously block a specific title -- filter out specific and unambigous content. The line on "inappropriate" is an interesting one. I'd want to put brown paper on the "Soldier of Fortune" and "Forbes" ... I'm not so concerned about "Hustler" and "Playgirl." I understand I'm probably not in step with the rest of the community on my definition of obscenity, but my point remains. The overall value of the magazine rack is not harmed. It's actually enhanced because it provides value to a wider range of clients than would be possible without it. The filters on the internet are not analogous. Filtering specific words is pointless because there are too many innocuous alternatives. MySpace, FaceBook, Twitter, Ning, Wordpress, Edublogs, Blogspot ... these blocks and filters are not being applied in a rational manner because the limitations of the tools preclude it. Many people have discovered that this very blog about education is blocked ... and posts about "That Space Which Would Be My Own" filtered simply because it's mentioned. We're not blocking specific content. We're blocking whole modes of delivery without regard to content. Our approach to school filtering is throwing a tarp over the whole rack, leaving only the daily newspaper and a small pile of Weekly Readers available. And we've put in a pitbull to make sure that nobody loosens the tarp to pull out even a copy of Newsweek or Time. These efforts cripple the value of the Internet when used in schools, and does absolutely nothing about what kids look at at home, at a friends' house, etc. In fact it almost guarantees that kids need not fear school/adult supervision because the teachers and administrators are usually blocked as well. We've spent millions of dollars to equip and wire schools and now that we're discovering just how much we can learn with them, we're spending millions more to prevent the intellectual capitalization that our investment represents. We're already beginning to hear about how little the investment in technology has provided in terms of outcomes. Duh! Take the wheels off your car and see how much value it has as transportation! On the upside, you won't get into any accidents and you'll neverNow, t get a speeding ticket. It renders the vehicle almost perfectly safe. And useless. Thanks for the vote of confidence, but I'm much to radical to be allowed to teach children. I'm not sure administrations are too happy that I'm teaching teachers. I keep trying to teach them to think and it makes everybody nervous. :) I wouldn’t argue against putting the filter controls in the hands of the teacher, but it’s one more thing to ask teachers to do — and to blame them for when it goes bad.

The example of the magazine rack is a good one. I’m ok with this because the blocks on “inappropriate” don’t inadvertently block the rest. You can unambigously block a specific title — filter out specific and unambigous content.

The line on “inappropriate” is an interesting one. I’d want to put brown paper on the “Soldier of Fortune” and “Forbes” … I’m not so concerned about “Hustler” and “Playgirl.” I understand I’m probably not in step with the rest of the community on my definition of obscenity, but my point remains. The overall value of the magazine rack is not harmed. It’s actually enhanced because it provides value to a wider range of clients than would be possible without it.

The filters on the internet are not analogous. Filtering specific words is pointless because there are too many innocuous alternatives. MySpace, FaceBook, Twitter, Ning, Wordpress, Edublogs, Blogspot … these blocks and filters are not being applied in a rational manner because the limitations of the tools preclude it. Many people have discovered that this very blog about education is blocked … and posts about “That Space Which Would Be My Own” filtered simply because it’s mentioned. We’re not blocking specific content. We’re blocking whole modes of delivery without regard to content.

Our approach to school filtering is throwing a tarp over the whole rack, leaving only the daily newspaper and a small pile of Weekly Readers available. And we’ve put in a pitbull to make sure that nobody loosens the tarp to pull out even a copy of Newsweek or Time.

These efforts cripple the value of the Internet when used in schools, and does absolutely nothing about what kids look at at home, at a friends’ house, etc. In fact it almost guarantees that kids need not fear school/adult supervision because the teachers and administrators are usually blocked as well.

We’ve spent millions of dollars to equip and wire schools and now that we’re discovering just how much we can learn with them, we’re spending millions more to prevent the intellectual capitalization that our investment represents. We’re already beginning to hear about how little the investment in technology has provided in terms of outcomes.

Duh!

Take the wheels off your car and see how much value it has as transportation! On the upside, you won’t get into any accidents and you’ll neverNow, t get a speeding ticket. It renders the vehicle almost perfectly safe. And useless.

Thanks for the vote of confidence, but I’m much to radical to be allowed to teach children. I’m not sure administrations are too happy that I’m teaching teachers. I keep trying to teach them to think and it makes everybody nervous.

:)

]]> By: Steve Ransom http://weblogg-ed.com/2008/urgent-21st-century-skills-for-educators-and-others-first/#comment-49057 Steve Ransom Tue, 25 Mar 2008 18:33:22 +0000 http://weblogg-ed.com/2008/urgent-21st-century-skills-for-educators-and-others-first/#comment-49057 I agree wholeheartedly about the denial of opportunities. That is why I think that if there are to be filters, that the teachers should be the ones in charge of the filter restrictions, not IT folks and policies that haven't a clue about what teachers are trying to accomplish daily in classrooms. If this were the case, then students would have the "full opportunity to learn". I guess I see this issue the same way as I view inappropriate information on the magazine shelves in stores. Keep the inappropriate content above children's eye level, out of reach, and in some cases, with protective covers that obscure the inappropriate content within (low-tech filters) from their wandering eyes. And, if for some reason they get access, then ID is required for full disclosure (purchase). Of course, the best case scenario is to raise children so that they neither had the desire or the need for such information. But we both know that this is not happening all that well. And, 'funny' things happen when a group of unsupervised peers are together... Now, if you were my child's teacher, I wouldn't mind the absence of filters :-) I agree wholeheartedly about the denial of opportunities. That is why I think that if there are to be filters, that the teachers should be the ones in charge of the filter restrictions, not IT folks and policies that haven’t a clue about what teachers are trying to accomplish daily in classrooms. If this were the case, then students would have the “full opportunity to learn”. I guess I see this issue the same way as I view inappropriate information on the magazine shelves in stores. Keep the inappropriate content above children’s eye level, out of reach, and in some cases, with protective covers that obscure the inappropriate content within (low-tech filters) from their wandering eyes. And, if for some reason they get access, then ID is required for full disclosure (purchase). Of course, the best case scenario is to raise children so that they neither had the desire or the need for such information. But we both know that this is not happening all that well. And, ‘funny’ things happen when a group of unsupervised peers are together…

Now, if you were my child’s teacher, I wouldn’t mind the absence of filters :-)

]]> By: nlowell http://weblogg-ed.com/2008/urgent-21st-century-skills-for-educators-and-others-first/#comment-49054 nlowell Tue, 25 Mar 2008 18:02:46 +0000 http://weblogg-ed.com/2008/urgent-21st-century-skills-for-educators-and-others-first/#comment-49054 Your point is well taken. My issue comes down to how much harm is being done by keeping the filters in place and denying the opportunities to use these technologies. As Carol points out - in an all too typical argument - the rationale is that we have to block content so a parent doesn't get upset about what lil Johnny or Jenny sees on the school computer and sues the school. I would prefer that no filters exist on the school computers because I would prefer that my children be given the full opportunity to learn without education getting in the way. I also accept that this is not going to happen in today's schools. High stakes testing, political pressure, and chronic underfunding will prevent reasonable reform. I'm really looking forward to the Singularity Event in Education. I think what happens beyond that event horizon will be much more useful. ;) Call me cynical, but I don't feel any safer flying either. Your point is well taken.

My issue comes down to how much harm is being done by keeping the filters in place and denying the opportunities to use these technologies.

As Carol points out - in an all too typical argument - the rationale is that we have to block content so a parent doesn’t get upset about what lil Johnny or Jenny sees on the school computer and sues the school.

I would prefer that no filters exist on the school computers because I would prefer that my children be given the full opportunity to learn without education getting in the way. I also accept that this is not going to happen in today’s schools. High stakes testing, political pressure, and chronic underfunding will prevent reasonable reform.

I’m really looking forward to the Singularity Event in Education. I think what happens beyond that event horizon will be much more useful. ;)

Call me cynical, but I don’t feel any safer flying either.

]]> By: Steve Ransom http://weblogg-ed.com/2008/urgent-21st-century-skills-for-educators-and-others-first/#comment-49050 Steve Ransom Tue, 25 Mar 2008 16:20:00 +0000 http://weblogg-ed.com/2008/urgent-21st-century-skills-for-educators-and-others-first/#comment-49050 I respectfully disagree. Filters do protect kids from both inadvertent and intentional access to inappropriate information, both at home and at school. Are they perfect - no. Can savvy kids get around them - sure. Do wireless and cell-based handheld devices raise new issues - yes. Should control of the filters be in the hands of teachers instead of IT admin - YES. Should students be taught to make healthy and safe decisions when on line - absolutely. As long as there are unsupervised students, off-task behaviors, and teachers who shirk responsibility for keeping kids engaged while at school (and I am not saying many teachers do), I prefer there be filters. Is it the perfect solution? I don't think so. So, continued conversation on this topic is critical. I respectfully disagree. Filters do protect kids from both inadvertent and intentional access to inappropriate information, both at home and at school. Are they perfect - no. Can savvy kids get around them - sure. Do wireless and cell-based handheld devices raise new issues - yes. Should control of the filters be in the hands of teachers instead of IT admin - YES. Should students be taught to make healthy and safe decisions when on line - absolutely.
As long as there are unsupervised students, off-task behaviors, and teachers who shirk responsibility for keeping kids engaged while at school (and I am not saying many teachers do), I prefer there be filters. Is it the perfect solution? I don’t think so. So, continued conversation on this topic is critical.

]]> By: Carol Burns http://weblogg-ed.com/2008/urgent-21st-century-skills-for-educators-and-others-first/#comment-49048 Carol Burns Tue, 25 Mar 2008 15:02:08 +0000 http://weblogg-ed.com/2008/urgent-21st-century-skills-for-educators-and-others-first/#comment-49048 Very powerful statements......and right on target.....there simply has to be a way to get everyone onboard.....maybe some Web2.0 training for district administrators.....To understand the tool, you must first have a need for the tool. Very powerful statements……and right on target…..there simply has to be a way to get everyone onboard…..maybe some Web2.0 training for district administrators…..To understand the tool, you must first have a need for the tool.

]]> By: nlowell http://weblogg-ed.com/2008/urgent-21st-century-skills-for-educators-and-others-first/#comment-49046 nlowell Tue, 25 Mar 2008 13:12:20 +0000 http://weblogg-ed.com/2008/urgent-21st-century-skills-for-educators-and-others-first/#comment-49046 I've said it before. I'll say it again. I'll keep saying it because stuff like this just proves it. Filters don't protect kids. Filters protect adults. As long as the welfare of those in power comes ahead of those we serve, Education will remain unchanged. I’ve said it before. I’ll say it again. I’ll keep saying it because stuff like this just proves it.

Filters don’t protect kids.

Filters protect adults.

As long as the welfare of those in power comes ahead of those we serve, Education will remain unchanged.

]]> By: Carol Burns http://weblogg-ed.com/2008/urgent-21st-century-skills-for-educators-and-others-first/#comment-49043 Carol Burns Tue, 25 Mar 2008 12:31:47 +0000 http://weblogg-ed.com/2008/urgent-21st-century-skills-for-educators-and-others-first/#comment-49043 Will, it didn't go well at all. I'm tilting bureaucratic windmills. The pilot never actually started because the IT folks at the district level are scared.....what if the students "see" something, go home and tell mom and dad and the newspaper gets involved and then the district gets sued? That's where I am now. I keep plugging along, but even at this meeting, when it was time to show some WOW tools of Web 2.0 to the small group, all my sites were blocked...the meeting creators didn't unblock me for the sake of the one hour gathering. The really disturbing part is that I wasn't even asking for access for my students, but for my teachers....adults, professionals.....teachers. As a pacifier, IT offered to allow me one computer in the teachers' lounge with slightly more unfiltered access.....to what end, I'm not sure. I can prove the need for Web 2.0 tools and why our students should be learning to use them, but I can't seem to get beyond the FEAR that exists at the levels above me....FEAR from the folks who control our access....Maybe it's time to take another look at CIPA? I'm not a quitter and I have amazing energy to keep up this debate, but I need to know how to proceed and garner support from district people....please!!! Carol Will, it didn’t go well at all. I’m tilting bureaucratic windmills. The pilot never actually started because the IT folks at the district level are scared…..what if the students “see” something, go home and tell mom and dad and the newspaper gets involved and then the district gets sued? That’s where I am now. I keep plugging along, but even at this meeting, when it was time to show some WOW tools of Web 2.0 to the small group, all my sites were blocked…the meeting creators didn’t unblock me for the sake of the one hour gathering. The really disturbing part is that I wasn’t even asking for access for my students, but for my teachers….adults, professionals…..teachers. As a pacifier, IT offered to allow me one computer in the teachers’ lounge with slightly more unfiltered access…..to what end, I’m not sure. I can prove the need for Web 2.0 tools and why our students should be learning to use them, but I can’t seem to get beyond the FEAR that exists at the levels above me….FEAR from the folks who control our access….Maybe it’s time to take another look at CIPA? I’m not a quitter and I have amazing energy to keep up this debate, but I need to know how to proceed and garner support from district people….please!!!
Carol

]]> By: Marcus Barber http://weblogg-ed.com/2008/urgent-21st-century-skills-for-educators-and-others-first/#comment-49032 Marcus Barber Tue, 25 Mar 2008 01:30:44 +0000 http://weblogg-ed.com/2008/urgent-21st-century-skills-for-educators-and-others-first/#comment-49032 What a genuinely delightful post. So often our focus is on 'fixing' someone else or something else. In other words we too often see the problem as 'out there' when it is just as likely (if not more so) that the problem is 'in here'. A question - how many people teaching in our Universities even have any formal training (let alone a qualification) in teaching? What, 8 or 9%? Content experts are not teaching experts - time to focus on ourselves first! What a genuinely delightful post. So often our focus is on ‘fixing’ someone else or something else. In other words we too often see the problem as ‘out there’ when it is just as likely (if not more so) that the problem is ‘in here’.

A question - how many people teaching in our Universities even have any formal training (let alone a qualification) in teaching? What, 8 or 9%? Content experts are not teaching experts - time to focus on ourselves first!

]]> By: » Learning vs. Teaching Bud the Teacher http://weblogg-ed.com/2008/urgent-21st-century-skills-for-educators-and-others-first/#comment-48860 » Learning vs. Teaching Bud the Teacher Sat, 22 Mar 2008 18:44:09 +0000 http://weblogg-ed.com/2008/urgent-21st-century-skills-for-educators-and-others-first/#comment-48860 [...] learning.  Or, rather, are we too busy teaching to bother to learn?  I’ve read plenty of posts that suggest as much, and in fact, I think I’ve said it myself.  If that’s the case, [...] […] learning.  Or, rather, are we too busy teaching to bother to learn?  I’ve read plenty of posts that suggest as much, and in fact, I think I’ve said it myself.  If that’s the case, […]

]]> By: Life Long Learning» Blog Archive » Do educators need 21st century skills? http://weblogg-ed.com/2008/urgent-21st-century-skills-for-educators-and-others-first/#comment-48801 Life Long Learning» Blog Archive » Do educators need 21st century skills? Sat, 22 Mar 2008 02:36:46 +0000 http://weblogg-ed.com/2008/urgent-21st-century-skills-for-educators-and-others-first/#comment-48801 [...] thoughts arised when I read Will Richarson’s article, URGENT: 21st Century Skills for Educators (and Others) First which has initiated around 150 comments so far. Obviously, Will’s post hit a [...] […] thoughts arised when I read Will Richarson’s article, URGENT: 21st Century Skills for Educators (and Others) First which has initiated around 150 comments so far. Obviously, Will’s post hit a […]

]]> By: Rick Pierce http://weblogg-ed.com/2008/urgent-21st-century-skills-for-educators-and-others-first/#comment-48772 Rick Pierce Fri, 21 Mar 2008 21:04:30 +0000 http://weblogg-ed.com/2008/urgent-21st-century-skills-for-educators-and-others-first/#comment-48772 Will, I am a 55 year old consultant, former school administrator and former college professor. Although I have been using the internet for years, I only recemtly became involved blogging (http://risingsunconsultants.blogspot.com/) as a result of my interaction with David Carpenter while working togther at Hsinchu International School. I find myself both agreeing and disagreeing with your post. At one point you suggest that one of the values froms Blogs is that folks can learn from one another by exchanging thoughts and ideas. On the other hand yoou suggest that someone who does not understand or use this form of communication/leearning may be less worthy of learning from. As someone very knowledgable in technology, I have no doubt that there is a great deal I can and will learn from you. However, jsut because (as my son who is a network engineer keeps telling me) I am a "techie wanna be", doesn't mean that there isn't anything you can learn from me - especially interms of leadership, organizational development, change and transition, etc. For many of us "Baby Boomers" technology can be very overwhelming at times. While some have embraced it with open arms, others have avoided it completely. However, from my experience, like all change, most have come to value technology is given the time and support to deal with our fears and our discomfort with asking questions and looking like we're not up to speed. You asked the question: "Am I a snob?" the answer is absolutely yes if you believe that someone without your knowledge and comfort with technology has nothing to offer you. Just as I would be a snob if I believe that someone without a Ph.D., who not spent 12 years as a university professor and did not spend 15 years as a senior school administrator had nothing to teach me about education. In a recent posting on my blog (don't have a wiki and in all honesty not 100% sure exactly why I would or wouldn't want one) I discussed some of the important steps and issues involved in managing change and transition. “Change implies making … an essential difference, often amounting to a loss of original identity” (Webster’s Dictionary). If you notice, in this definition of change, the concept of loss is introduced. When change occurs, loss also occurs. Unless we allow opportunity for people to deal with the losses associated with change (transition), the change never really is implemented effectively. In other words, "change" is the what and "transition" is the how. In order to be effective leaders/educators, we need to involve the people affected by the change (students, teachers, parents, staff, etc.) in the change process. We need to allow a process to occur which deals with people’s emotions. There needs to be intentional efforts made to allow people to experience their losses and deal with their emotions. Be patient with rest of us Will and we will be open and eager to learn ... Will,

I am a 55 year old consultant, former school administrator and former college professor. Although I have been using the internet for years, I only recemtly became involved blogging (http://risingsunconsultants.blogspot.com/) as a result of my interaction with David Carpenter while working togther at Hsinchu International School.

I find myself both agreeing and disagreeing with your post. At one point you suggest that one of the values froms Blogs is that folks can learn from one another by exchanging thoughts and ideas. On the other hand yoou suggest that someone who does not understand or use this form of communication/leearning may be less worthy of learning from.

As someone very knowledgable in technology, I have no doubt that there is a great deal I can and will learn from you. However, jsut because (as my son who is a network engineer keeps telling me) I am a “techie wanna be”, doesn’t mean that there isn’t anything you can learn from me - especially interms of leadership, organizational development, change and transition, etc.

For many of us “Baby Boomers” technology can be very overwhelming at times. While some have embraced it with open arms, others have avoided it completely. However, from my experience, like all change, most have come to value technology is given the time and support to deal with our fears and our discomfort with asking questions and looking like we’re not up to speed.

You asked the question: “Am I a snob?” the answer is absolutely yes if you believe that someone without your knowledge and comfort with technology has nothing to offer you. Just as I would be a snob if I believe that someone without a Ph.D., who not spent 12 years as a university professor and did not spend 15 years as a senior school administrator had nothing to teach me about education.

In a recent posting on my blog (don’t have a wiki and in all honesty not 100% sure exactly why I would or wouldn’t want one) I discussed some of the important steps and issues involved in managing change and transition. “Change implies making … an essential difference, often amounting to a loss of original identity” (Webster’s Dictionary). If you notice, in this definition of change, the concept of loss is introduced. When change occurs, loss also occurs. Unless we allow opportunity for people to deal with the losses associated with change (transition), the change never really is implemented effectively. In other words, “change” is the what and “transition” is the how.

In order to be effective leaders/educators, we need to involve the people affected by the change (students, teachers, parents, staff, etc.) in the change process. We need to allow a process to occur which deals with people’s emotions. There needs to be intentional efforts made to allow people to experience their losses and deal with their emotions.

Be patient with rest of us Will and we will be open and eager to learn …

]]> By: Teachers and Technology « Elementarytechteacher’s Weblog http://weblogg-ed.com/2008/urgent-21st-century-skills-for-educators-and-others-first/#comment-48760 Teachers and Technology « Elementarytechteacher’s Weblog Fri, 21 Mar 2008 18:22:40 +0000 http://weblogg-ed.com/2008/urgent-21st-century-skills-for-educators-and-others-first/#comment-48760 [...] teachers not using technology and preparing our students with 21st century skills. This includes Will Richardson’s Weblogg-ed where he asks; “Which leads to the second question which is how in god’s name can we talk [...] […] teachers not using technology and preparing our students with 21st century skills. This includes Will Richardson’s Weblogg-ed where he asks; “Which leads to the second question which is how in god’s name can we talk […]

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