g a specific tool. In a world where knowledge and truth are changing as fas=
t as we truth is discovered, we need to move away from teaching about "stat=
ic platforms". Rather, focus on big picture ideas and the process of discov=
ering truth and constructing knowledge in a changing world. The means that =
technology education classes are replaced with real-world (whatever that me=
ans) experiences.
Situate the students in learning environments that don't focus on one skill=
, problem, discipline or software. Teach them the skills they need to evalu=
ate data, develop needs analysis and identify possible sources of help and =
solutions. Adopt the idea that we are stronger if we all know something sli=
ghtly different about the same body of knowledge and learn to draw from the=
se shared expertise.
What does this look like in practice? I see teams of students working toget=
her on different aspects of problems and using the tools of the day to help=
arrive at solutions and develop products and ideas that can only be solved=
through collaboration and shared knowledge. When a student does not know s=
omething, they draw from their developing understanding of knowledge manage=
ment and seek answers and help from classmates and global resources.
The days of teaching Word, PPT, Excel, Access and the web editor of choice =
are gone. Students need to learn how to "Learn". This is very important whe=
n software changes. Just reflect on the shift from Office 2003 to Office 20=
07. Many people suddenly found themselves unable to do the basic processes =
they could so easily to in the prior package. You can argue for and against=
the changes forced upon the world by Microsoft but the bottom line is, the=
world is very dynamic and we must all be prepared to adapt in this changin=
g world. For those who have learned how to adapt to changes in the technica=
l world and learn the new software, we found many new ways of working and a=
re leveraging the new functionality that is now available to us, functional=
ity that we never knew we were missing. But just try to take that functiona=
lity away from us.
This is perhaps the focus of technology classes in the future. Solve real p=
roblems with multiple tools where knowledge is distributed and learning is =
about learning how to learn when knowledge and truth are changing.
Chris Bigenho
Director of Educational Technology
Greenhill School
4141 Spring Valley Road
Addison, TX 75001
Ph. 972-628-5479
Fx. 972-628-5279
bigenhoc@greenhill.org
www.greenhill.org
AIM: chris bigenho
Yahoo: chris_bigenho
Skype: chris_bigenho
Tapped In: ChrisWB
-----Original Message-----
From: A forum for independent school educators [mailto:ISED-L@LISTSERV.SYR.=
EDU] On Behalf Of Patricia Moser
Sent: Friday, September 19, 2008 8:07 AM
To: ISED-L@LISTSERV.SYR.EDU
Subject: Academic technology v. technology education
We are having an interesting discussion about the difference between
"academic technology" and "technology education" and "educational
technology." My thoughts are that "academic technology" and
"educational technology" are similar and involve the integration of
technology by teachers and students into the regular curriculum of math,
science, history, etc. However, "technology education" in my mind means
specifically teaching students how to use specific software applications
and computer equipment for the sake of knowing how to use the software
and equipment. To muddy the waters further, one article I found in Phi
Delta Kappan says technology education is the modern successor to
industrial arts.
What are your thoughts?
Patt Moser
Sidwell Friends School
Washington DC
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