Chapter 6 of Web 2.0 , New Tools, New Schools by Gwen Solomon and Lynne Schrum presented many thoughts of concern for me. The authors talked of blogger Wesley Fryer. Fryer believes that technology conversations take place from as high as the “policymakers” to as low as “classroom teachers and administrators”. Isn’t this where the problem lies? Policymakers are deciding what goes into education and then criticizes what comes out? Wouldn’t it be better if the classroom teachers did the technology and proved higher test scores first and then sent the numbers to policymakers and administration to base education content on? I’m not sure I’m making any sense, but sometimes it is easier to ask forgiveness than to ask permission.
Another concern, as has always been a concern, is that seasoned teachers will not open themselves to new “ways”. They will not use technology in their classrooms. This still goes on. But there will come a day when all teachers at all levels of education will be technology savvy and a technology leader. Only then will technology change the look and the way of education.
I could not agree more. I have served at all levels identified by Fryer. I have seen first hand how teachers and local administration have their hands (i.e., ideas) tied. In many cases, they cannot make a move in any direction. They must wait for technology to come to them with a directive on how to use (and how not to use it) as well as dictated outcomes they must be able to produce in a fixed amount of time.
Some might argue that we need to allow creativity to bubble up and not pour down on our schools.
Perhaps this explains why teachers are reluctant to try new things?