Papyrus. Printing press. Microprocessor.
Change can occur in quick bursts that may advance or even retro-grade civilization, but in the moments of our daily lives we often think of change as a slow drift. The pencil I used as a child, as did my mother, and my mother’s mother and perhaps even hers before her was invented in 1564 and has mostly been constructed in the same way ever since. The pencil once was an essential tool in my elementary pencil box, the college bio lab, my own teacher’s desk, and in my admin office. Then the need for a pencil changed for me – and the rest of the world, too.
The 1:1 pencil device of my schooling was replaced suddenly by my smart phone “pencil”, circa 2007. Now I reach for my phone to record lists, make notes, compose messages, capture images.
My pencil is a relic from a time just past Gutenberg’s era. His printing press fueled 1450’s connectivity, a revolution that emerged when writers’ final drafts turned into books, broadsheets, pamphlets, newspapers, and magazines. Writing tools changed. Quill pens, pencils, rubber erasers, fountain pens, ballpoint pens, typewriters, whiteout tape and liquid emerged, all evolving technologies that advanced the capability of writers to record at a faster and faster pace. The printed page opened knowledge to people who otherwise would never have learned to read. It was …
Disruptive Innovation at its best
Just a little over 500 years after Gutenberg, the microprocessor was invented, an innovation as disruptive as the printing press. As a result we now live in a time of exponential post-Gutenberg change, a historical turning point equal to the Renaissance. Humans today search, connect, communicate, and make, linking the world through rapid-fire use of contemporary technologies.
Change does not drift along incrementally in our time.
Not in today’s careers, businesses, hospitals, homes.
And Not in Schools Either
Our kids no longer pull encyclopedias or non-fiction texts off the shelf to do research. They search the globe for accessible expertise, experts, and others with similar learning interests. The thought that paper books have appendices for citations versus hyperlinks in a digital document doesn’t even make sense to them.
They don’t limit their connectivity to peers in their class, grade level, school, or even their local community. Their tools move with them, allowing them to connect anywhere they can catch a wireless signal. They feel isolated in homes, cafes, cars, and streets when those signals are absent. They understand the language of connectivity – mobile, cellular, fiber, satellite up and downlinks, broadband, bandwidth, gigs, virtual, GPS/GIS, portals – words that didn’t have any context or meaning for me until after my 5th decade had almost passed.
Teens no longer define communication as writing on paper, creating a snail- or e-mail, making a phone call or watching a television show, movie, or listening to a CD. Communication is about instant connectivity with peers, teachers, family everywhere – for them community exists all over the world and print in another language isn’t a barrier thanks to Google’s translator. They aren’t limited by devices that allow them to simply write. They dictate tweets, listen to text messages, “OTT” chat, share images profusely, and download music, books, and other media of interest.
They produce in any format in which they desire to communicate and upload at astonishing rates. They are are part of a human exploration and file sharing network that is changing the world. They are the most connected communicators in the world’s history.
Finally, our kids don’t define learning as limited to what’s on the board, in a lecture, or between the pages of a textbook. As humans have since the beginning of time, they yearn to “make” as a pathway to learning. Kids don’t want to power down their creativity.
They are intrigued with what they can make with older technologies from lathes and sewing machines to contemporary programming languages and music beat production tools. Give a first grader some cardboard and you’ll end up with a robot or a house. Give a middle schooler a 3-D printer and you’ll end up with a prosthetic hand to donate to a handicapped child or a “Dr. Who sonic screwdriver flashlight.” Give a high schooler the time to create and you’ll end up with a choreographed dance or a phone app. Today’s kids are …
A New Generation of Inventors
Educators long have known from experience and research that learner engagement begins with hands-on, exploratory and experiential learning. Now some educators, parents, business executives, and politicians realize the “more of sameness” built through two decades of mass standardization has resulted in a generation of young people who have had to find their own pathways to active learning outside of school. They may be bored in school but they aren’t bored outside of it. Many of our younger generations spend time in post-Gutenberg “search, connect, communicate, and make” opportunities. While taking tests, listening to lectures, or doing worksheets they think about what they are going to do next. They aren’t waiting until after state tests are completed to go on their own version of field trips, pursue interesting projects, or engage in fierce debates about global issues.
They make learning happen in spite of us. They can because they are connected.
As October’s Connected Educator Month inches toward November, how might we accelerate the exponential change in learning opportunities that Connected Learners need?
How might we push not just beyond our own learning horizons but challenge colleagues who fear relinquishing the power and control inherent in Gutenberg-driven teaching?
How might we do something tomorrow to power up learners in our care? If we do, I believe we will unleash a passion for learning in young people unlike anything we’ve seen in the test prep classrooms of the last two decades.
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