Out of My Comfort Zone

Fourth year has so far proven to be my most challenging year in university yet. In my education course last year, Educ8P50: Introduction to Teaching, Learning and Schooling, I was encouraged to critique the school system and discover my own place in education and the world for the first time. This year, however, my education courses are more involved and challenge my thinking even more. I never used to question the school system because I succeeded in it, but these new education courses have forced me to truly critique the current system and question its true purposes and future. I now find myself far out of my comfort zone, encouraged to question the very system that helped me reach where I am and become who I am.

The three most significant concepts I derived from this past week's lecture and readings are the importance and necessity of technology and constructivism in the classroom and school system and The New Story of education. All of these concepts must encourage and foster student learning as the ultimate goal of education. As future educators, introducing and fully utilizing technology and constructivist practices in our classrooms is essential to the growth of students and development of the New Story.

Integrating technology into schools in reality, however, often complicates the relationship between the teacher and the students. Technology in school is usually taboo. In my high school, the only technology we ever used were old computers in a isolated room which were only pre-approved for google and microsoft word. Only in my final grade twelve year was Youtube finally allowed during our allotted time. Teachers' fears overwhelmed the educational potential of technology. They feared losing our attention and focus. They feared that students'  knowledge of technology would eclipse their understanding. Technology does not need to and will not replace teachers. Teachers will always be needed by students to facilitate their learning and encourage a learning culture within the classroom and school. Technology is an important contribution to a constructivist classroom and essential to the New Story. 

Until now, constructivism has only ever been a theory for me. Professors have always stressed its importance, but never suggested how to implement student-driven learning in the classroom. These readings, however, explained and emphasized the practicality of constructivism.

The readings clearly compared the traditional vs. constructivist approach in a classroom, making it easy to visualize and analyze their differences and similarities. An effective learning culture would integrate constructivism through project-based learning, inquiry research, critical thinking, collaboration, communication and so much more. Educators should embody the role of a facilitator, encouraging and fostering student-driven learning and a engaging learning culture. The students' voices and decisions are not only important, but essential to learning.

The concept of "visible learning", offers students a new and effective opportunity to learn and grow intellectually. Visible learning suggests that assessment for learning and assessment as learning, in the form of consistent feedback, provides an important learning experience for students and educators. Assessment should thus emphasize and enable individual improvement, not by grading where the students are, but to improve where students are headed. 

Although I want to create an environment with my future students that enables personal and intellectual growth for us all, my entire schooling experience has focussed upon a traditional approach to education. High school especially, was a very competitive and isolating environment. Desks were arranged in rows and all faced the front of the classroom and teacher. The teacher was all-knowing and unquestionable. With the exception of a few rare teachers, the daily routine of class remained stagnant with a lecture from the teacher, silent copying and memorization from students and no open communication or expression of critical thinking. Memorization and regurgitation was more important than true learning. I can remember the lyrics of a song from the 1990s, but I don't know what I was taught in Grade 12 math. That alone should reveal the problematic focus in school. Many students lack power, stimulation, motivation and meaning in their schooling.

Despite my success in this environment, it was incredibly isolating to know that while teachers favoured me, other students resented me. There was no culture of collective learning and obvious divisions between the "teacher's pets" and the "trouble-makers." Receiving "A"s rather than truly learning was most students' only aspirations. Assessment and evaluation was never differentiated to fit the individual learner, but instead the student was contained to fit the standardization of school. The curriculum was fixed, and students were the variable in need of change.

I believe a disconnect exists between the way educators ought to teach and the way they are told to teach. Moreover, teachers are fearful of embracing constructivism in their classroom because it challenges and undermines the traditional purposes and goals of schooling.  Constructivism forces teachers to reimagine and create the most effective approaches to foster student learning. It takes the focus away from the teacher and places it solely upon the student. Recognizing and understanding each students' unique learning abilities is paramount and must be personalized to fulfill their passions and interests so they may independently drive their learning. Educators should teach to the individual in order to also enhance collective learning and success. If each student can thrive independently, then collective their intellectual power would be unstoppable.

Technology and constructivism must be a part of the New Story for education. I look forward to learning not only how, but also why, it is so important to integrate technology and constructivism into my future classrooms. Technology and constructivism provide an essential contribution to education's New Story because they have the power to create engaging learning environments for educators and students. After all, learning is the ultimate goal of education.

Educators should let students drive their learning. Let them learn. Let it be.

Let it be,
Emily RS