The Wild West in Digital Education

Researchers at the Harvard School of Education led by Howard Gardner are carrying out the GoodPlay Project to probe into how young students’ use of digital media affects the development of their “ethical minds.” They are studying five main areas: identity, privacy, ownership or authorship, credibility and belonging to a community, with authorship and community being the most important questions in their discoveries so far.

In this interview, Gardner draws attenttion to something unprecedented in human history. Ethics and morality are lost in the faceless crowd of social-networking sites, blogs, online games, Wikipedia, and virtual worlds, such as Second Life. Along with this, there's a broad shift in how people think of authorship and information in an environment that everything can be changed. These issues have emerged while digital media is still evolving so people can hide behind ignorance. As teachers, however, we can help learners confront the consequences of their actions. Both teachers and stakeholders need to warn against the superficial use of resources and continue to educate reflective, thoughtful citizens. The implications for educators are on the table and the findings of the GoodPlay Project will help us restore order to the Wild West in Digital Education.

Education, Social Media, and Ethics: Howard Gardner, Harvard Graduate School of EducationEducation Week on Vimeo.

Technology or Pedagogy: Is it a question of one or the other?

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The ELT profession is brimming over with Web 2.0. Enthusiasts plunge into a sea of tools and applications while reluctants avert the flow. The benefits of learning with technology are undeniable. What is at stake is how ICT deploys of pedagogy. Do we need a new science? Tech-pedagogy? Or do theories of SLA and FLL suffice? Plunging learners into Web 2.0 for the sake of novelty, force of habit or to be on the same digital wavelength is to deny the value of thoughtful planning. The whole issue of lesson planning exceeds the bounds of formality, recording or detail. It brings into focus the very essence of pedagogy.

Sitting at my 'ideas table', a message I've just posted to the Enhancing Lessons with Web 2.0 mailing list about lesson planning summarizes my perspective on the integration of technology into classroom practice:

"I wouldn't go for detailed lesson planning either. In fact, I haven't since my teacher training days. I can still hear myself groaning and moaning. anyway, I must have served its purpose then!

You said it Margaret: systematic reflection, self-examination, evaluation of potential uses. These processes are crucial to escape the Web 2.0 collective madness. To me, there's nothing inherently good, or bad for that matter, in Web 2.0 per se. Granted, much has been said about connectivity, creation of content, going public, a genuine communicative purpose, meaningfulness, real-life semblance and the like but if these don't go hand-in-hand with a principled rationale, the best tool or application can fall flat. In thought or in writing, planning is part and parcel of our profession. So why should it be a question of technology or pedagogy? The shelf-life of learning with technology could be short-lived if there were no sound underpinnings. If technology should be at the service of learning, then that's a plus. We have learned the ropes already, and fortunately, technology is user-friendly.

I'd say that lesson planning, in this sense, is a time-and-energy saver besides ensuring that we know what we're doing and why. How many teaching-with-tech attempts have dried because of lack of planning? And then, leaving technology aside, don't students realise when a teacher is going into a classroom without a lesson plan? So, why wouldn't they see that there is or there isn't any sense in learning with technology? Watch out!

There was another interesting thread about 'reluctance' going on. Would any colleague or principal be convinced that learning with technology does pay if we showcase the technicalities or cosmetics only?

Lastly, we're not alone. We've all given proof that we're up to it...."

Here, I would like to highlight the value of belonging to a CoP in working together towards a common goal: Educational Development.