Evolution, not Revolution

Technology can have a reciprocal relationship with teaching. The emergence of new technologies pushes educators to understanding and leveraging these technologies for classroom use; at the same time, the on-the-ground implementation of these technologies in the classroom can (and does) directly impact how these technologies continue to take shape. While many new technologies have emerged throughout history, so has the cry for educators to find meaningful ways to incorporate these technologies into the classroom – be it the typewriter, the television, the calculator, or the computer. And while some professional educators may have become numb to this unwavering ‘call’ – and for good reason – it is crucial to consider that the excitement over games and social networking isn’t just business and industry “crying wolf.” Indeed, those previous technologies have a powerful place in instruction and the classroom; but without them, strong lessons and learning objectives can still be achieved. With these more recent technologies, we think educators should take the call, even if only on a trial basis. Undoubtedly, without these recent technologies (i.e. digital games, Web 2.0, etc.) in the classroom, strong lessons can still be achieved, but there’s a sharp disconnect between the way students are taught in school and the way the outside world approaches socialization, meaning-making, and accomplishment. It is critical that education not only seek to mitigate this disconnect in order to make these two “worlds” more seamless, but of course also to leverage the power of these emerging technologies for instructional gain. Of course, as a result of these assaults on formal education, those in the “outside world” are often quick to pounce on educators and the way education is (perceived to be) conducted in U.S. classrooms. This bandwagon perspective has become a mounting dialogue, charging the field of education with the imperative for a revolution— radical transformation of its system and practices. While it is clear that education is no different from the other sectors in its need to adapt and modify to our transforming world, it is also clear that many educators currently already implement excellent teaching practices and are able to skillfully create dynamic learning environments. Attacking educators’ current practices combined with the lack of acknowledgment of current best practices only hinders the growth of the education sector. There are countless educators who are masters at their craft, currently employing an array of exceptional instructional strategies. Lauding and building upon these strategies is critical to effective growth in the education sector in order to bridge the aforementioned divide. We advocate for an evolution in educational practices and approaches to instruction, which not only align with the processes and operations of the world outside of school, but also leverage the emerging power and potential of these new processes and technologies. Attending to this end of the technology-teaching relationship has the additional benefit of helping to shape emerging technologies that is most effective for cognition and instruction.