CEP 815

An Evolved Pedagogy: My Vision for the Future of Schools

March 31, 2022

When I was in high school, over twenty years ago, digital technology in education consisted of the library's computer lab, which was utilized primarily for word processing and the occasional game of Oregon Trail. Pedagogy, or the method of teaching, was essential; however, the digital tools to support learning objectives were limited. Fast forward twenty-two years, the computer lab has been replaced with one-to-one devices, and digital technology is now at the fingertips of millions of students across the country. A survey conducted by Gallup found that 87% of educators use digital learning tools at least once a week, and 65% use them daily (“Education Technology,”2019). Pedagogy is still imperative; however, an evolved pedagogy is necessary due to the exponential increase of educational technology. Chromebooks, iPads, cell phones, and social media are just a few digital tools today. Now that the technology is accessible, it is time for our school to move past the goal of learning how to use the technologies and instead concentrate on beneficial and valuable integration practices. It is imperative that our school community cultivate purposeful and responsible technology integration practices that fosters an evolved pedagogy, including student-centered learning, innovative thinking, and a competent digital citizenship environment.

How to Achieve the Evolved Pedagogy? The Five Year Plan:

1. Student-Centered Learning

A traditional teacher-centered approach often discounts students' needs and interests and advocates for ineffective teacher-student and student-student interaction (Gulnaz et al., 2015). Student-centered learning, however, encourages learners to be active participants in their discovery process (ISTE, 2022). Since teacher-concentrated strategies often result in passiveness, student-centered methods, or personalized learning, they support the development of essential 21st-century skills, including application, innovation, collaboration, and critical thinking. With the integration of digital technologies, active learning is a reality. Educational technology tools allow students to take the initiative, share their voices, make choices, increase their engagement, and grow into lifelong learners.

2. Innovative Learning Opportunities

Seymour Papert, who pioneered the ideas behind Constructionism, stated, "The role of the teacher is to create the conditions for invention rather than provide ready-made knowledge" (Roffey, 2016). Digital technology has the potential to do this by cultivating an innovative learning classroom environment. When creativity and innovation are emphasized, educators reform the traditional teacher mindset by focusing on education for learning, not teaching. When students are given opportunities to be creators, they take ownership of their own narratives and learning (Cremin et al., 2013). Our innovative classrooms will support an evolved pedagogy that concentrates on exploring, inquiry, self-reflection, collaboration, and risk-taking. Educators will encourage students to be makers and critical thinkers using technology tools purposefully.

3. Digital Literacy and Citizenship

Unlike others from previous generations, students today can access endless amounts of information, connect with people worldwide, collaborate with classmates in various settings, and interact with innovative digital tools. While media and digital technologies are exceptionally promising for student learning, young people require support and education to help them make responsible decisions when navigating the digital world (Deye, 2017). Digital literacy and citizenship are necessary elements of purposeful technology integration. Lessons that teach students how to make smart choices, stay safe, respect others, and be held accountable for online behaviors will be integrated into our curricula. Students today are well versed in the utilization of digital tools; however, they often have not learned the valuable lessons of appropriate and responsible digital citizenship.

Implications for Stakeholders

To successfully implement this vision, I will inform all stakeholders and encourage them to be receptive to these changes. My vision is not simple; it requires transformational thinking and a complete reimagination of the traditional education system. To begin implementing these changes, school administrators will need to provide the necessary support for educators. For teachers to integrate technology purposefully, relevant and valuable professional development opportunities must be offered regularly, along with the assistance of instructional coaching. Administrators and classroom educators must also prepare parents and students for this educational mindset shift. Effective communication and explanations of why changes are being made will help all students and other community members support my vision. It is the territory of the educational leaders to place student and teacher needs ahead of the district needs and invest in establishing a curriculum that cultivates purposeful implementation of digital tools (Moon, 2018).

References

Cremin, T., K. Chappell, & A. Craft. (2013). Reciprocity between narrative, questioning

and imagination in the early and primary years. Thinking Skills and Creativity, 9, 135-151. http://dx.doi.org/10.1016/j.tsc.2012.11.003

Deye, S. (2017, February). Promoting digital literacy and citizenship in school. National Conferences of State Legislatures, 25(7). https://www.ncsl.org/research/education/promoting-digital-literacy-and-citizenship-in-school.aspx

Gallup. (2019). Education technology in schools. New School Venture Fund. https://www.newschools.org/wp-content/uploads/2020/03/Gallup-Ed-Tech-Use-in-Schools-2.pdf

Gulnaz, F., Alfaqih, A.M., & Mashhour, N. (2015). Paradigm shift: A critical appraisal of traditional and innovative roles of an English teacher in Saudi ELT classrooms. Theory and Practice in Language Studies, 5(5), 934-947.

http://dx.doi.org/10.17507/tpls.0505.07

ISTE. (2022). Student-centered learning. ISTE. https://www.iste.org/standards/essential-conditions/student-centered-learning

Moon, E.C. (2018, August 13). Teaching students out of harm’s way : Mitigating digital knowledge gaps and digital risk created by 1:1 device programs in K-12 education in the USA. Journal of Information, Communication, and Ethics in Society, 16(3), 290-302.

http://dx.doi.org/10.1108/JICES-02-2018-0012

Roffey, T. (2016). Constructionism & constructivism. Makerspace for Education.

http://www.makerspaceforeducation.com/constructionism--constructivism.html