Educational Insanity

I’ve long had an idea of what kind of school I’d like my child(ren?) to attend, but I’ve had a hard time articulating it.  Fortunately, there are plenty of smart and creative bloggers and academicians out there that help me learn and think.  In fact, I still can’t articulate everything fully, so you’ll have to settle for a few links.

So, for me, the future of schooling is approximately:

THIS +THIS + THIS + THIS + THIS

Ubiquitous computing and, therefore, ubiquitous learning.  Knowledge as rhizomatic and negotiated.  IEPs for every child.

I can dream, right?

There’s an interesting discussion happening in a comment thread over at Will Richardson’s blog.  If I could summarize, I’d say the conversation is about how large-scale, future-oriented school change might happen.  Will and others are searching for ways to make change happen consistent with what he and we know about what’s possible.  I particularly like the idea of folks like Will delivering keynotes at conferences such as AASA and ASCD.  I think the ed. tech. echo chamber needs to “infiltrate” the general ed. world.

It occurs to me, though, that someone (me?) also needs to infiltrate higher education and schools of education in particular.  I can’t speak for all schools of education, and what evidence I do have is anecdotal.  But, here’s what I believe to be happening in the places that serve pre-service teachers and school leaders:

• Courses on school change or school reform, if they are offered at all, are typically taught in departments of educational leadership.  That’s understandable, but shouldn’t pre-service teachers understand theories of change?
• The school reform courses typically focus on reform per se; i.e. how does change happen (theories of change).  However, there’s not much emphasis on the “why” or the “towards what”.  There might be some discussion of changing school climate or school culture, but I don’t know of many education faculty members who are leading courses on future-oriented change.
• The technology courses are just that, courses.  Typically, a pre-service teacher ed. program will include one (maybe two) standalone tools-oriented courses (here’s how you can use PowerPoint with your kids!).  The use of technology is not integrated across the teaching methods courses.  You’ll typically find one faculty member in each department of teaching and learning who is the “tech. prof.”  She/he teaches those standalone courses.
• I know that in the school of education in which I currently work, and the one I left last year, there are no cross-department conversations about the future of education.  Everyone is so focused on the here and now, meeting accreditation demands and other practical matters of making sure our students are prepared to work with their students.

So, my number one priority for this year is to make change happen locally.  I’m going to insist that my colleagues join me in learning about the future of education and the future of schooling.  As that happens, we’ll discuss the implications for us as professors of education.  I will argue that we are preparing educators for an outmoded system; others will push back.  That would be wonderful.

photo credit: MarmotChaser