For several years, many of us have been trying to make a case for thinking about education in new ways, largely as a result of technological advancements and their affects on how we use information. I think that many education leaders are listening now. I think that they are ready for clear images and stories about 21st century classrooms and what teachers and students should be doing to better prepare a generation of new century citizens.
I almost lost it when I read, in Cheryl Oats’ comment, “..someone told me they didn’t want to learn one more new thing, they didn’t like new things..“ I would want to ask, “You call yourself a teacher?” Who more than teachers should be willing and eager to learn new things?
“The creativity it brings to all of us is remarkable,” said Schlachter, who teaches fourth- and fifth-graders at St. Catherine of Siena School. “I’m
teaching in a totally different way as a result.”
“Teachers in our study told students not to worry about mistakes, but instead to let mistakes lead to unexpected discoveries.”
“We don’t need the arts in our schools to raise mathematical and
verbal skills – we already target these in math and language arts. We need the arts because in addition to introducing students to aesthetic
appreciation, they teach other modes of thinking we value. For students living in a rapidly changing world, the arts teach vital modes of seeing, imagining, inventing, and thinking.”
Heck, as an absolute amateur in everything I do I’ve noticed that, in this day and age, being expert is not about getting more and more knowledgeable about a narrower and narrower field. It’s all about being as clued up on the reasoning behind a wider and wider range of fields. Expertise has been redefined. It’s just that academics like Keen have trouble swallowing it. There, folks, is the real digital divide.