MOVING TO A NEW STORY

We’ve had numerous discussions in my graduate class about moving to a “new story”, which entails adopting a new frame of knowing/learning on a personal, cultural, global, and universal level (Drake).  In taking this course, I’ve been forced to reassess my teaching practice and approach to learning.  On a personal level, the following questions arose: how do I go about moving to a new story?  What is the process by which one moves away from ‘old’ frames of knowing and learning? 

            In an interview, Sheryl Nussbaum provided some insight as to how we can move away from old frames of knowing and learning (Wolpert-Gawron, 2011).  According to Nussbaum-Beach, we need to “learn how to unlearn.” In other words, we, as teachers, need to “unlearn what many in society still claim is the way towards student achievement” (Wolpet-Gawron, 2011). It needs to be understood that learning does not only happen in a school, and that learning is not limited by time and space (Wolpert, 2011).

In order to “unlearn”, we need to adopt Shirley’s (2011) first synergy of “mindful-teaching” which is open-mindedness.  As teachers, we need to be cognizant of the fact that for “generations – such as Generation Y, born in the remaining years of the 20^th century, and the iGeneration born in the new millennium – technology access and use is easy and omnipresent” (Shirley, 2011, p. 199).  Although there may exist a stark generational divide between ourselves and students, we need to recognize that they are “digital natives” who have “learned how to access, manipulate, and produce their own content in new technologies” (Shirley, 2011, p.199).  Teachers need to become aware of their students’ “digital footprint” and become connected themselves (Wolpert-Gawron, 2011).  In this respect, teachers need to adopt an open-mindedness with respect to incorporating technologies and social media in the classroom such as the ipod, ipad, Facebook, Twitter, wikis, blogs, wikis, etc.  According to Shirley (2011), there are so “many opportunities for play and creativity in new technology that other forms of instruction can seem downright cruel in comparison” (Shirley, 2011, p. 200).  For Shirley, technology can both personalize and customize learning (Shirley, 2011).

The personalizing nature of technology is apparent in the means by which it can help teachers move to a new story and their “unlearning” of old modes of knowing/learning.  Technology can personalize learning by allowing teachers to network with other adult learners online. In order to move to a new story, a teacher, in the words of Nussbaum-Beach, “needs to provide new learning for himself or herself as well” (Wolpet-Gawron, 2011). This learning can occur through what Nussbaum-Beach has coined Connected Learning Communities.  These communities consist of online connections with individuals who share like-minded interests and are committed to sharing ideas and improving teaching practice.

            In our dealings with technology, we still need, however, to keep in mind something very important: technology should enhance learning, as opposed to learning enhancing technology.

Works Referenced

Drake, Susan. Creating a new story in an age of accountability. Powerpoint.

Shirley, D. (2011). The

Fourth Way

of technology and change.  Journal of Educational

             Change.  (12), 187-209.

Wolpot-Gawron, Heather. (2011).  Passion-Based Learning: An Interview with Sheryl

            Nussbaum-Beach. Edutopia.  Retrieved from http://www.edutopia.org.