Ch. 10 Reflection

The chapter begins by pointing out the gap in education equity that currently exists. The author hopes that the development of technology will help bring equity back to society by rethinking several issues. One such issue is learning as many avenues for learning are available outside of the classroom. The book suggests developing games to teach subjects and provide resources for society. I wonder if this is possible—not for review but to teach skills from the beginning, like teachers do in schools. The authors have made it clear that they are advocates of lifelong learning and I agree—you are never too old to learn. Ways they suggest people do this are through social networks that provide guidance and advice and learning how to judge the quality of learning venues (i.e. are they reliable). I think social networks can do this but I question that they can be the sole way people receive guidance and support. The book said reliable information sites are supplanting financial aid centers, guidance departments, tutoring, etc. but I question the validity of this statement.

Another area to rethink is student motivation. The book says students are often bored at school and that they do not develop intrinsic motivation to learn. To fix this, the book suggests changing the teaching and learning processes and the reward system for students’ successful completion of school. The authors argue that video games can peak gamers’ interests about topics from the game and encourage them to check out books to learn more. This may be true for some but I do not know any people that have done this. The chapter also argues that schools teach everyone the same thing at the same time but that using technology in the classroom will individualize learning for all students. Teachers are taught to individualize education for their students and meet them where they are, since no two children think the same or have the same interests or experiences. The book also states that teachers can be available to support students if they need more help than the computer can give them, revealing that teachers are important and needed. I do think the book makes a good point when it says that we need to learn what turns adults and children on to learning so that we can provide positive motivational experiences for them—teach to their interests!

Another area to rethink is what is important for students to learn. Currently schools teach a liberal arts curriculum, but the authors believe they should teach to prepare students to live in a technological age and use technological resources. These resources affect communication in that the boundaries of literary practices and production and presentation practices are blurred. The book says gamers can play massively multiplayer online games and use basic literary practices to develop applied literary skills but I wonder how they will first learn the literacy skills they are building on when playing these games. The answer is in school. Technological resources also affect mathematics in that the resources complete algorithms so that students’ time is better spent solving real-world problems; I agree. With the abundance of information available online, students are moving from learning by memorization to learning the skills to find what they want/need on the Internet.

Yet another area to rethink is careers. The book says schools have aimed to teach students about their political responsibilities, but now they must focus on career preparation. I argue that college preparatory schools and schools with special tracks for specific careers already do that. The authors also assume that most people will change jobs multiple times throughout their careers. I do not agree with this. The book suggests that students should be given time after high school to work and then go back for higher education so that they will do better in school. I disagree that people think once they have finished school they have also finished learning. Most people must take continuing education courses or tests and must learn new procedures and machines as they become available.

The book thinks we should rethink the support given when students are transitioning between learning and work. It applauds the efforts of colleges but thinks high schools are in need of better guidance centers that would be federally funded. I wonder where the government will find this money. The book also claims that students who do not go to college or leave college before graduating enter the workforce unprepared. Most of the time it is their choice to leave but I can see where they may run into problems.

The authors also suggest rethinking educational leadership so that various educational resources can be accessed by all. They advocate integrating nonschool resources into learning environments, which will support families, and building wired learning centers in communities. I think this is a good idea, but it will cost a lot of money (e.g. to build the community center, to pay for teacher training, to decide what to integrate, etc.). Again the authors are pushing the creation of video games to teach children skills because their parents will be so busy that they will not have the time to do this. This occurs only in some situations. The authors also want to allow students and their parents to choose what educational track to follow after 8th grade and that students should be in contact with a counselor once they turn fourteen. I wonder how these “other tracks” will be established, who will develop them, monitor them, etc.

Lastly, the book suggests we rethink the role of government in education because the states do not have the resources and funds to correct the inequality in the education system. The book proposes that the government provide machines, inexpensive computers, and tutoring, as well as set up apprenticeship programs. Again, where will they get the money for this? The book also suggests that the states end the requirement to fore students to stay in school until sixteen, but allow them alternatives. Who is going to develop this, how will it be monitored, who will pay for the extra personnel, counselors, etc.?

In closing, the book suggests that for schools to function better in this new age, they need to give up some control of the learning process and that leaders need to work in collaboration with educators to create new opportunities for students to learn; I agree. I am willing to integrate interactive games to review skills and build on base skills I have taught in my classroom as well as collaborating with leaders to develop the best opportunities for students to learn as possible.