Stick a fork in it?

Talk about apples and oranges. I enrolled in two grad classes this spring. Both classes dealt with technology and its role in education. The first class focused upon integrating the Internet into the curriculum, defining the "new literacies" that students need to know and four tools to effectively teach info lit skills. The tools, or models, I learned about were called Internet Workshop, Internet Inquiry, and Internet Project. I also reviewed Webquests. The second class (PLS) focused upon 21st century skills, information literacy, and various tools for implementing meaningful learning experiences (such as blogs, wikis, digital storytelling). While I learned something in both classes, the second one turned out to be more valuable.

Why? Because I think I'll actually use some of the things I learned.

I've taken grad classes in the past where I learned some fantastic ideas. And yet, they weren't quite realistic when it came to implementation. So more often than not, what I learned fell by the wayside. Once the class was done, I stuck a fork in it, rarely looking back.

So, what was the biggest accomplishment of the second grad class? Probably the change in my mindset in terms of using what I've learned. The class ended up being more than just a way to earn continuing education credit. I would be doing my students a disservice if I didn't try some of the tools presented in the PLS class. I would be doing my students a disservice if I didn't start talking to them (and other teachers for that matter) about 21st century skills. I would be doing my fellow teachers a disservice if I didn't suggest learning experiences that include higher order skills and new tech tools such as blogging or wikis.

The last module of the PLS class discussed change. I think most people, especially educators, would agree that change is not always easy or welcomed. However, how many great things have been accomplished because of what one person started? This class has planted a seed in my mind about the possibility of change in my teaching. I'd certainly like to become a 21st century librarian and teacher. I'd like for my students to work a project like I did for this class and think, that was cool. And, more importantly, I'd like students to see the value in what they just accomplished and utilize that learning in other aspects of their education and lives.

As they say, it's been fun, but I'm done. Or, in this case, perhaps I'm just getting started...

Change- the $64,000 question

How to create sustainable change in education? Educational initiatives, doctrines, directives, curriculum come and go. How do we effectively teach reading? Whole language, phonics, a combination- back to whole language/literature with English integrated. But now the kids can't spell or write a complete sentence properly... One high school in my district was strictly a technical school a few years ago, then they made the switch to a regular, "academic" school, only to switch it back to a technical school last year. The district is moving away from the middle school model (again!) to K-8 buildings.

Education exists in cycles- what's old is new again with a different title or name. Is education spinning its wheels by recycling the same ideas over and over? If it didn't work the first time, why implement it a second time?

Change in education is needed- that much is obvious. Resistance is a part of change. Perhaps I am contributing to the resistance because I'm balking at the idea of reheating the same ideas? I'd rather be on the other side of the fence- cheering on 21st century skills as learning that needs to remain constant for some time.