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HACK(ing) SCHOOL(ing): One Week, One “Book”

The great Audrey Watters and I are pleased to announce a new project. Borrowing liberally from the Hacking the Academy project, we are calling for submissions to a new “book” with the working title of Hack(ing) School(ing). Like the Hacking the Academy process, we will take submissions only for one week!

Description
In offering explanations for the title of a group blog called Education Recoded, Justin Bathon wrote:

Everything in education needs to be recoded. Perhaps even the term “education” as a description of the formal learning system, needs reconsideration. We must put everything back on the table and build a learning system that works for the digital, global world in which we now live. The scope of this task is immense, but the motivation for trying is even more.

The “coding” frame is meaningful and well-reasoned for the blog. Christensen, Johnson & Horn (2008) use the theory of disruptive innovation in their book about the promise of individualized, web-based learning platforms.

Recoding. Disruption. Those are both meaningful and useful metaphors. But, what if we use a slightly more radical frame for a narrative around the sorts of school reform afforded by modern technologies? In Hacking The Academy, in justifying the “hacking” lens, Tad Suiter writes, “Learning about and improving highly complex systems by playful innovation is at the core of what I would call the ‘hacker ethos.’” Then, Suiter writes:

Movies like WarGames and Hackers bring a more human face to hackers, portraying them as young men (they are almost always portrayed as men) who are driven by youthful exuberance, curiosity, and misled idealism who nevertheless get involved in a very dangerous game of violating security (Suiter, 2011).

While Suiter used that passage to set up a distinction between hacking and cracking (which more accurately describes what was portrayed in the referenced movies), hacking still generally connotes something deviant. But, deviant isn’t necessarily bad. In that vain, in this book or collection, we want to play a “dangerous game” of violating deeply held beliefs about schooling; folks, it’s time for Hack(ing) School(ing).

There are now thousands of educators using various forms of social media to write about and discuss issues at the intersection of technology and P-12 schooling. Much of the content of those posts and discussions is necessarily focused on the day-to-day operations of classrooms and schools. However, there are many instances of electronic compositions that really challenge the very institution of schooling.

Submission Process
Using and building upon the successes of Hacking the Academy, Hack(ing) School(ing) will be a curated, multimedia “book” or “volume” or “collection.”  We specifically invite you to submit posts, articles, artifacts, etc. that you believe would be relevant to a collection on Hack(ing) School(ing).  What this book/volume/collection ultimately looks like is still to-be-determined; maybe it’s more than one “thing.” We will ultimately let the content of the submissions dictate the structure of the collection(s). Consider, though, just the following short list of possible topic areas:

  • Hacking learning spaces (where learning happens)
  • Hacking learning time (the school day, year, etc.)
  • Hacking the curriculum
  • Hacking credentialing/assessment
  • Hacking professional development

So, if you have something you’d like to submit to Hack(ing) School(ing), please click on the link below and fill out the form. [NOTE: We are mostly looking for content you’ve already created. If you want to compose something new, OK. But, there’s tons of great content already out there that needs good curation…].

We will close submissions on Tuesday, July 17.

SUBMISSION FORM

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