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Too often students study topics that are composed of numerous and unspecified concepts that are only ever exposed to one context - the topic, or the theme of the current unit of work. Consequently, the test can only reflect what is studied in the topic and that was mostly very context-specific knowledge, along with some vague and undefined ideas and concepts. This is not the revolution that the fourth paradigm should have created, a revolution that turned learning into the consummate creative pursuit. A place where our imagination is activated to create worlds that may never have existed if were not for that group of learners, no matter what age they are. Inventing new ideas and concepts is incredibly rewarding as we stand back and watch how we changed the world, even if that world is just our world, or affects a group of people, a business, a tribe or culture, a country or in some cases most of the world.
Our role as educators is to unleash this potential learning tsunami and we may never know what the impact of that gift of knowing how to learn will unleash. This is the greatest investment anyone can ever make and we hold the key to achieve this outcome. This is the gift that keeps on giving throughout our lives!
The work of Julia Atkin179 has focussed on helping school communities learn how to develop schools as places that concentrate on learning. She explains that;
“These communities often have a vision of a preferred future but experience a tension between their vision and their current reality.” Julia Atkin
By identifying a community’s values and beliefs, these can be leveraged to create principles that can be applied along with practice that reflect those principles. This simple, but practical notion, underpins both the application of technology and the incorporation of well-designed learning environments that have the express purpose of improving learning outcomes.
The consequence of the thoughtful application of both technology, and the redesigning of learning environments, based on the community’s values and beliefs, has a significant effect on learning outcomes, BUT only when they are designed with this in mind. Too often these processes are window-dressing that appeal to parents and students alike, but these transitions can have an insignificant effect on learning unless the purpose of both is clear.
Technology
The primary role of technology in schools is to support and develop better learning outcomes. If the technology infrastructure is not compatible with improving learning outcomes, then it is of little value.
Too often educators are enamoured by the learner’s engagement with technology and we equate engagement with effective learning. This connection is an assumption that must be tested.
The Action Learning
Process is critical in assessing whether the way in which technology is used in each learning context improves learning outcomes.
179 Atkin, J. (1996). From Values and Beliefs about Learning to Principles and Practice. Retrieved from http://www.learningnetwork.ac.nz/shared/professionalReading/1124.pdf