Where's the Content?

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Permalink Reply by Brad Davis on September 29, 2007 at 2:01pm

It does seem, at times, that we are using technology just to use technology. It is important to remember though that our environment is different. We need to see this new technology as the content at some level. The students go about finding information is indicative of the types of learners we are teaching. Managing the barrage of information is a lesson worth teaching in and if itself. So I would agree with you that content is important but I would ask just what content are we speaking of? Is "how to effectively use an aggregator like google reader" important content? Is the ability to connect and respond to a network of learners in and out of the classroom through such tools like wikispaces and 21classes content? Is "how to blog" an important topic?

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Permalink Reply by Jeremy Aldrich on September 29, 2007 at 2:23pm

Interesting question. I guess my counter-question is, "What important content are we teaching in schools anyway?" ;-)

That's a horrible way to look at it, I guess, but I guess what I'm trying to get at is, what do students really need to know? I tend to agree with a lot of the conclusions of the Partnership for 21st Century Skills, that we need to hone in on core content and civic literacy, health literacy, global awareness, and financial literacy too. We've got to help kids make progress in each of these subjects, every day, and the individualization that technology makes possible is the best way to do that.

I suggest that to get from a too-tech focus to putting the focus on what kids need to learn, we make the technology ubiquitous and offer a huge menu of options for ways to use it effectively. Getting content teachers together to share ideas is key, but there has to be a shared language of what resources are available. If we knew all students had access to an internet-connected laptop, and all teachers had access to the same plus digital video cameras and video projectors, it could push a lot of our discussions forward to focus on content instead of technology.

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Permalink Reply by Nancy Bosch on September 29, 2007 at 4:42pm

Andew, I think you and I have been in this same discussion before. I have so much "old school" in me,(I'm old too) that I think there is merit in a "classical" education. I want my sons and my students to be learn-ed (is that a word)? I think it is important to know the great works of literature, philopsophy and religion. I think it's important to understand the wonders of science and the history of the world and be able to tell a Monet from a Renoir. I guess I would rather visit with some over dinner who knew these things rather than someone who knew how to use an aggregator.

The beauty of technology is that it allows us all to become a part of some great debates, go to the Uffizi Gallery, or share our opinion with others.

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Permalink Reply by Ian Carmichael on September 29, 2007 at 10:22pm

I suggest (well, this is where I'm trying to go, anyway!) that the key dimensions of our work are thinking, reflecting, sharing the fruits of these two activities, developing critical thinking skills and analysis. I want to avoid the possible criticism made of one of the great book writers of the 19th century 'I new knew a man with a head so full of facts and so empty of ideas'. (I think it was a rude remark about J G Frazer of The Golden Bough fame.) However, for ideas to germinate, there must be facts in the head, and enough to enable links, inferences and conclusions to be made. I suspect there are at least 3 components:
We need to include genuine retrieval as part of our content. (More than google it and copy and paste it!)
We need to include genuine transformation of the information (eg the wonderful mapping exercise which identified a cholera infected water pump in London, in the book cartographies of disease)
We need to include genuine ways of publishing (ie to a real audience, not just the teacher, not just the wall of the classroom!). Some of the great Web 2.0 achievements are to enable students to put their work in front of an audience, and as part of a conversation. To paraphrase Will Richardson of weblogg-ed "Much our our learning will happen after we've published."
Oh, and we need engaged students. They need to be convinced that the project is worthwhile - whetther it's theirs or ours AND also be convinced that it's worth persevering with!
I'm sure there's more but I am convinced that these are three central dimensions!

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Permalink Reply by ruthokoye on September 30, 2007 at 7:36am

This is a great discussion! It does seem that those of us who are talking about technology don't discuss a whole lot about content. I think most of us see technology as a way to transform education into something more meaningful for our students. I had to chuckle at Jeremy's question, because in so many ways I think he is right...so much of what we teach (where I am anyway) isn't really that important - to us or the kids. If we are going to educate our students to be competitive in the 21st century, there are a host of skills they need that we are not teaching and most of them are technology mediated. So if those of us who understand the need to integrate technology don't continue to draw integration to the forefront, we'll never transform the educational process. I think we've all read the research on technology integration or witnessed the transformation of a teacher... Once teachers really understand what technology integration is and begin to really practice it, it transforms their teaching. It makes what they put in front of our kids relevant and challenges both teacher and student to dig deeper into the content.

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