Judy Wycoff
Dr. Krause
Eng 516
12 February 2010
Evolution …not Revolution
Education, according to the characterizations of many in the field, is currently faced with two options, evolution or revolution. Studies suggest that these options are mutually exclusive. While there are many in the profession that resist evolution, adopting online technology for use in a traditional classroom setting is key to remaining relevant. In this paper, I have identified two basic precepts of online classes that should be used to enhance traditional education systems with the expressed purpose of preventing educational revolt. These two methods include using online technology enhance students’ experience and to enhance communication.
In his abstract on “Academic Library Data from the United States,” John Budd notes that some people see a revolution in academic libraries, while others see the changes as more evolutionary. I would argue that the same sort of situation appears in regards to using technology in the classroom. While some educators are decrying the growth of online classes causing them to fear that: students will be teaching themselves, teaching will become an extinct occupation, and soon there will be no more face-to-face classes; others see the move simply as evolutionary, that change happens and teachers need to evolve too.
Therefore, four basic premises support this concept:
1. Change will happen. If we do not evolve with our students and update the manner in which we teach them, there indeed might be a revolution of sorts. Some educators already worry that some students will decide that the normal box school is no longer for them, and with the myriad of options, they and their parents will begin looking elsewhere (perhaps online) for their education.
2. It is not only possible to use some of the concepts and constructs of online classes in the face-to-face classroom, but rather it is beneficial. Although there is undoubtedly a learning curve that the average classroom teacher will have to deal with, he or she should take the initiative to learn to use some of the most common technology to enhance the learning experience.
[The technology which I intend to focus on here is the use of blogs-either a class blog or individual blog. I have just realized that my original topic here was too broad and this is an area that I really need to focus on]
3. Since students frequently show satisfaction with their online classes, some of these technologies which seem to work so well in online should enhance face to face classes in much the same way and increase the students’ satisfaction with their classes.
4. The tools which online teachers use to communicate with their students can be added to face to face classrooms in order to increase the success of students in the programs, to increase communication with parents, and to help create learning communities which include the teacher, the students, and the students’ families—thereby increasing any individual student’s chance for success.
Change will happen and teachers need to evolve too
Skimming through journals on technology, or on technology in education, there are certain terms that seem to be omnipresent. Much of the literature about technology and modern classroom teaching uses such words as ‘transformation” and “revolution” in discussions of the most recent technology in the classroom or in online programs. Even an informative power point online from Glasgow Caledonia University, which introduces the “spoken word team” which they have designed in partnership with Michigan State University, uses the following terms: “Multimedia and revolution in scholarly communication: giving scholars what they need in a world of constant change.” They also use the terms “user community,” and “pedagogical pluralism” and “revolution.”
These are terms that indicate radical changes, changes that are occurring right now whether we participate in them or not. If teachers and educators in general don’t learn to adapt, we will be like the proverbial dinosaur—extinct.
Certain basic technologies which are used in online classes should be mastered by the teacher of a face to face classroom
There has rarely been a time when libraries have not been undergoing some changes, and that applies to teaching as well. Once upon a time, learning to use technology in the classroom involved a slide projector or a reel to reel tape player. Now, technology in the classroom can be as up-to-date as smart boards, blogs, wikis, movie-maker, and a myriad of other applications. Teachers must know and be able to use, at least some of the following: overhead projectors, computer grading programs, Blackboard or similar applications, and be able to use, regularly, email and other forums with which to communicate with students and parents. The more technology which teachers can infuse into their classrooms, the more likely they will be able to move with that student forward into the next generation of technology.
[I also realize here that I need to focus this more and get away from the general to the specific]
Teachers in face to face classrooms should be able to increase student satisfaction by incorporating some online teaching tools
As stated by Collins and Halverson in The Second Revolution: Rethinking Education in the Age of Technology, …” information technologies have pushed us to a radical, learner-oriented understanding of knowledge acquisition. Information technologies foster a more hands-on, activity-based education.” If this is, indeed, true, then teachers in face to face classrooms need to be able to harness this technology for use in their classrooms in order to empower their students.
Students are finding more and more satisfaction with online classes, according to a 2005 and 2006 UK Government National Student Satisfaction Survey and they enjoy having some control over their own learning. The Open College of Great Britain with 280,000 students was rated twice the top college for satisfaction in Great Britain. Between them, Utah and Florida have approximately 56000 online students, and are enjoying similar success.
Face to face classroom teachers can enhance their teaching, their connections and communication with students and parents, and their students’ interest by using some of the technology tools that are commonly used in the online classroom. Further, since most college students will be taking an online class at some point in their careers, the use of these tools in high school will further prepare these students for college.
Online teaching technology, if added to the face to face classroom, can enhance communication between teacher and student, between teacher and parent, and potentially even between student and student
Harris and Goodall noted that after reviewing several studies, they discovered “the empirical evidence shows that parental engagement is one of the key factors in securing higher student achievement and school improvement (based on studies by Desforges and Abouchaar 2003, and Harris and Chrispeels 2006). They go on to say that one of the major reasons parents are not involved in schools is due to their work commitments. (280) The authors indicate that parents will get involved if they feel they have the capacity to contribute. They also say “we need to know more about the ways in which parental engagement can be enhanced and facilitated across different sectors of society.”(281) I would suggest that if teachers had a regular way to communicate with parents (by way of Blackboard, Zangle, class blogs, etc), and if the parents had a way of communicating back to the teachers (even if after-hours or in the middle of the night), this new line of communication would help everyone stay connected, and help parents, even those whose work prohibits telephone calls or visits during the school day, to connect..
Education Digest quotes a high school teacher from California as saying, he “has cut the number of phone calls he receives by putting information such as course calendars on his school web page, which is also packed with messages and reminders.” The implication is that there is a need for fewer calls because parents are aware of their child’s’ grades and can keep tabs on him or her.
It is imperative that teachers in face to face classrooms understand that there are more options for students than ever before, and that students, as consumers, will be able to opt for choices that might not necessarily include the traditional classroom. They must be able to adapt. They can do this by incorporating some online technology into their face to face classes.
Works Cited
[The following may not be exactly based on MLA guidelines—they will be for the final paper]
Budd, John. LIBRES Library and Information Science Research Electronic Journal Volume 19, Issue 2, September 2009 Pg 1 LIBRES ISSN 1058-6768 Volume 19, Issue 2, September 2009 http://libres.curtin.edu.au/ Academic Library Data from the United States: An Examination of Trends
“Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research by Khe Fooh Hew and Thomas Brush Published online 5 dec 2006—Education Tech Research Dev (2007) 55:223-252 DOI 10.1007/s11423-006-9022-5 re
Harris, Alma and Goodall, Janet. Educational Research Vol 50, No 3, September 2008, 277-289. “Do parents know they matter? Engaging all parents in learning ISSN 0013-1881. print ISSN 1469-5847 online 2008 NFER
Keller, Bess. Education Digest September 2008 vol 74 no 1 Schools seek to Channel Parent Involvement p 11-15, Education Week
