Will wrote a post recently that is
helping me to connect with a problem that might be beginning to stir in my
blog, as well as others. He writes/asks:
I read lots of stories about kids who are getting it, even in Doug’s post,
where they are reading and writing and commenting and learning. You read Bud or
Clarence or
Vicki or any
number of others and there are stories that border on transformation. (In fact,
Vicki’s latest post is titled "My students inspire me as they
"get" Web 2.0.") But I don’t read much about the kids that
aren’t engaged. And I’m wondering to what extent that happens as well. And
further, I’m wondering to what extent they compare to the adult educators we’re
trying to teach about these tools who choose not to engage. The simple view is
that this is generational, that kids are more available to the tools because
they live in a connected world or because, well, they’re kids and more open to
new stuff than adults…but is it?
I don’t think that it’s as simple as a generational thing. I don’t
think Will thinks that, either, but I do understand where he’s coming
from. Generation M is plugged in, right? The rest of us are trying
to catch up.
Except that’s not true. Will has something like two
decades of educational experience. David Warlick has as much if not
more. Barbara Ganley didn’t start teaching last week. Other
teachers in the blogosphere are not new to teaching, but might be the early
adopters of new technologies in their schools, districts and/or
communities. I’ve only been teaching for four years, so maybe much of Web
2.0 comes easily to me.
But that’s not why I’m writing tonight, even though the
question of why blogging is or isn’t for everyone is an important one, worthy
of lots of conversation by folks smarter than I.
I’m writing because I see a potential problem developing in
and among the edublogosphere that is becoming more and more my professional
space.
A few months ago, my wife and I published, in English
Journal, a column entitled, "Why I Despise Nancie Atwell" by Sarah
J.H. Brooks. (Note: The link requires a paid subscription to the journal for viewing. Sorry.) The well-written piece is about the author’s frustration
with best practice texts, specifically In the Middle, one of those books that
my generation of reading and writing teachers is and should be devouring in
preservice coursework. She’s frustrated because she only sees the success
stories, and not the stuff that didn’t go so well. Let me be clear: the Brooks’ piece is in no way a condemnation of Atwell’s work. We need best practices texts, and Atwell’s text continues to inform my practice as a language arts teacher.
But best practices don’t work for every teacher, in every classroom, on every day.
Best practice texts are, largely, excellent attempts to
share and promote those lessons, activities, and philosophies that are, at
least in theory, "proven" to be successful in a variety of
educational contexts. Best practice texts, written by exceptional
educators, have informed my practice, and will continue to do so.
Many of the blogs that are in the sidebar to the right of
this post on my site are, in my humble opinion, some of the best practice texts
of using technology in education. I value the good ideas and lessons that
my colleagues in the edublogosphere are sharing on a daily basis.
The only problem with best practice texts, too often at
least, is that they turn classrooms into Mickey Mouse spaces where all goes
well and there’s never any trouble. Every student in these books finds
success in the classroom. At least, that’s how the texts present
classrooms.
Again, this is not universal; many good texts share failures
as well as successes, but not nearly enough.
I do not want this blog to become a text that misinforms as
it informs. Nor do I want to read blogs
that paint stories of success while ignoring the stories of students lost or
unsuccessful along the way.
We aren’t
going to learn anything by merely telling half of the story. And omission, intentional or otherwise, may
blur the narrative.
Now, I’m not saying that this is happening, but, as I
prepare to embark on a larger blogging project than I’ve ever undertaken, I
want to make a public reminder to myself to tell as much of the story as I can,
without shading or blurring information in any way.
And
I think it’s reasonable to ask that those of you who are also blogging to do
the same.
I know many bloggers are doing just that. I encourage them to keep it up. Let’s make sure that Will, and all of the rest of us, aren’t missing the stories of those students not engaged by these technologies.
