Mathetics vs. didactics? or Mathetics and didactics?

[Dr. Jorge Olaf Nelson]

Since the 1990's, this new digital era is affecting almost every facet of education.

In today's schools, the faculty and leadership (vis-a-vis the digital immigrants) are witnessing how today's students (vis-a-vis the digital natives) readily adopt and adapt new technologies in the home and in some schools as well.Other schools are wary of the convergence of such technologies and balk at having to "deal with" cellphones, laptops, blogs, texting, etc.

How do we balance the science of learning with the science of teaching?

[Betsy Suits]

There are daily battles going on in schools today between teachers, students and administrators and new technologies. Some schools don't allow students to bring their own laptops or cellphones, but some of the teachers are shutting their doors and making these items part of their learning tools. Some teachers complain about students using their laptops to e-mail and surf the net during class, when all the teacher has to say is "lids down" now and listen. There are new issues and with new technology that we have never thought of. Schools are paving the way for new rules with new digital tools.
-Betsy Suits

[Dr. Jorge Olaf Nelson]

I winced (when co-presenting with my brother, Jan) after a college professor cynically raised the following question at a global education forum: "So, you suggest that we allow students to bring in to our classrooms technology like cellphones and then they can use these to sens SMS messages, take pictures and even listen to hip-hop music in class?" And, after a three second pause, I interrupted exuberantly - "YES!" The professor got up and walked out of the forum.

I talked with the forum organizer and apologized for creating a scene. She said that the apology should come from her and that the professor in question was in her department and they have been locking horns for some time. She thought it was good for him to hear such "liberal" ideas as collaboration with cellphones, etc.

[Laurie Nelson Alexander]

We balance by opening our minds and long-held belief systems to the notion of change as the only constant. Looking at history, one can see that the way we learn has changed with time and expanded consciousness on this planet.

We can choose to bridge the gap between traditional education and the ever-expanding realm of technology and media, by allowing teachers to create education for the 21st century using alternate learning methods like video games, music, and educational multimedia. Teachers can develop a truly inspirational learning environment by being a content creator in the classroom.

Where is the greatest benefit...in our teaching methodolgies...or in what the student receives that will truly matter in his/her own life? We must look at how students best receive information...how they use it to experience and learn in their world. We are at a time in history where life's purpose is about serving others where they are...and no longer about serving ourselves and our ancient agendas. Where they are, is loving technology!

The alternative to change, is to go extinct like everything else that could not adapt or was hunted into oblivion. The science of teaching must evolve into the science of learning. You go, Papert ol' boy! I call it "passion-based" learning.

[Roger Bullis]

Hi Gang,

One of the big obstacles is teaching the teacher about the new technologies and the benefits. When Luddites are still around we are back to the herding cats problem.

Some sort of top-down initiative and (dare I say it?) requirements about technology knowledge and use in the classroom seem appropriate.

But aside from peers showing peers, this is now a loose-knot concept without the force of either higher ed or most school systems. So how do we change the paradigm so that the teachers can be taught/trained/forced to get it? Or their administrators?

Roger

[Dr. Jorge Olaf Nelson]

I recall an early-adopter administrator who decided to "top down" the use of email a few years ago - before it was considered best practice. She stated that if people email her she'll reply ASAP. If they wanted to talk face-to-face appointments were made yet became lower priority for her. This helped to drive the importance of email throughout the organization almost overnight.

There has to be some motivation to "do it" and a good leader finds ways to reward risk-taking so people move forward and keep on learning. Maybe we should change the title "Teacher" to "Lead Learner" or something of the kind. I also still like Fuller's concept of "Anticipatory Design Scientist", which describes action, creativity and proof.

[Dianne Baasch]

I recently spoke to a Korean engineer who said his son was learning English through a cell phone program he was paying for.

[Dr. Jorge Olaf Nelson]

That's cool - do you remember the name of the program, by chance?

[Mari Nelson Munday]

Shouldn't they be synonymous?
My parents were educators for fifty years all told so I grew up hearing heaps about the culture, not to mention having been immersed in it as an adult myself. Until teachers are expected to be on the forefront of learning (be it from a book or a cell phone) they will drag their feet it seems. People routinely enter education in order to be safe...it's a secure/risk free kind of profession in many minds. Why do we put up with that mentality? As teachers it must be in our job description that we show the students the way when it comes to technology. Instead it seems our students are routinely having to teach us when it comes to this subject. It needs to come from the top, it needs to be in the job description to stay current technologically speaking. Then it needs to be funded.

[Dr. Jorge Olaf Nelson]

What will Obama do for education?

[patricia ann martin]

I am most impressed and in line with the response by Mari Nelson Munday. Teachers do drag their foots!! Pouring more money into education without EDUCATORS is not my "cup of tea". Until schools flex in time creation so music and the arts, daily exercise of the body and maybe even of the brain although that is a lot to hope for it seems.....I am jaded. Use everything in ( and out of) the classroom after you understand what learning IS. How about a look at the kids? Where do they fit into this scheme? Maybe even know their names and talents. Again, we are redoing good ideas of the past because the majority of educators didn't get it.

[Dr. Jorge Olaf Nelson]

Thanks, Patricia, for joining the Tribe. We need your kind support in changing education from top down to bottom up - from the kids perspective as learners. Welcome to Guide by the Side!