A New Paradigm

In a previous blog post I described how the Internet, just like the printing press in the 15^th century, has brought us to yet another watershed moment in society. Educational institutions all over the world are either embracing this invention or are wrestling with its how-to’s. In this post, I briefly explore why educational technology cannot be ignored.

Let me first state my conviction that the teaching profession, as far as it relates to the existing body of research, is mature. Educators, as is the case with doctors, engineers and other professionals, follow an established best practice. Due to the work of researchers like Hattie, Marzano and others, we know which instructional strategies and classroom practices are most effective. In my opinion, the incorporation of technology will not necessarily make teachers more professional. We already know what works in schools. 

Educational paradigms, however, are subject to the political and socio-economic pressures of the day. This was true for schooling in the agricultural period as well as during the age of industrialization. Likewise, the Internet, as a harbinger of the information age, poses a fundamental shift that affects 21^st century learning outcomes in a significant way. Students now have immediate and quick access to knowledge and a curriculum based on search (research) opens up new pathways for learning. Industries and leading companies are also beginning to call for educational institutions to devote more time to creativity, while recent revisions to learning theory further validate the newfound emphasis on innovation. Few argue as powerfully and convincingly as Sir Ken Robinson who, in his three TED Talks, clearly articulates why schools need to equip students to be divergent thinkers, creative problem-solvers and innovators. To accomplish all this in our digital world, students must learn the art of collaboration and essentially do so through the use of technology.

It is strategic then, that we place a mobile device of some sort in front of our students in the classroom. In doing so, we need to know why. It’s not because we want to save paper, or money. We’re also not just giving students a $1,000 pencil with which they can disrupt the learning environment or be distracted. Teachers should specifically design learning experiences that will equip students to use the connectivity that comes with accessing the Internet with 21^st century digital devices to hone the following 21^st century skills: productivity; creativity; collaboration and communication (Salerno and Vonhof, 2011). These are the outcomes of the new educational paradigm. I encourage us to wrestle with it and embrace it. Let’s not ignore it.