On Friday, Converge did a quite nice write up of some of our district’s work with technology. I found it to be a splendid piece. Specifically, a large portion of the article featured some of the work we’ve been doing with the Digital Learning Collaborative. If you need a one sentence summary of that work, well, Paige does a fine job:
It was awesome and scary for some to be in charge of their learning.
I think that pretty much sums up what I’m seeing with regards to the way that we’re asking teachers in the DLC to take control of their own learning. It is scary for many of our teachers to take control. And it is awesome, delightful even, when it happens.
More often than I’d like in the DLC, the teachers that we’re working with, and we work with the leaders of the teams, folks identified as teacher leaders in their schools, so chew on that a bit, are afraid, or unwilling, or unable, to take control of their own learning. These teachers, quite fine and thoughtful people, are often waiting for Michelle or I to tell them what’s worth learning and/or doing. That’s troublesome1.
This is mostly a rhetorical question, but I’d encourage you to consider it anyway – what’s happened to teachers and teaching that it’s so difficult for teachers to feel they have agency enough to follow their own lines of inquiry and learning?
And why in the world is that okay?
- And the word “troublesome” is quite the understatement, I think. [↩]