One year ago to the day the English paper The Telegraph published the article Social networking: teachers blame Facebook and Twitter for pupils’ poor grades by Andy Bloxham. According to the author ‘teachers believe social networking sites such as Facebook and Twitter are to blame for pupils' poor grades’ later revealing ‘ two thirds of English teachers say the quality of children's homework is poor as they rush to finish it so they can communicate with others online. The article batters and criticizes social media and although unintended it highlights the need for educators and facilitators to revolutionize homework. In more recent times an article published in The Age (no known author) titled Should children do traditional homework? again portrays social media, television and video games (and violent gangster games in particular) as the evildoers that distract children from doing their homework whilst destroying their brain cells. A poll alongside The Age article asks readers should children do more traditional homework (with 66% of participants saying yes) reflecting the infamous homework versus no homework debate. With the constant slandering of social media and participatory culture platforms such as television, mobile media and video games, taking into consideration the amount of time children and teens interact with these forums isn’t it obvious the only way to engage students is to reform homework delivery? Do children and teens spend a lot of their time watching film and television? Yes. Do they typically occupy their time with homework? Not by choice. By revolutionizing homework it makes sense to have children and teens participate in what they do anyway (i.e. Watching television) but instead have students later discuss and preferably tweet issues/themes/symbolism and stereotypes/underlying messages etc. that is of interest. So consider the question again, should children and teens do more traditional homework? Clearly not, as a reformed and revolutionized approach is necessary. This topic will be addressed again in my blog concerning transformations and innovative pedagogies.
References
Age (2011) Should children do traditional homework? The Age. Available October 20, 2011 from http://www.theage.com.au/opinion/the-question/should-children-do-traditional-homework-20110923-1kpaj.html
Bloxham, A (2010) Social networking: teachers blame Facebook and Twitter for pupils’ poor grades. The Telegraph. Available October 20, 2011 from http://www.telegraph.co.uk/education/educationnews/8142721/Social-networking-teachers-blame-Facebook-and-Twitter-for-pupils-poor-grades.html
The reality of the situation is that education needs to be revolutionized to meet the changing needs of children in the 21st Century. This is based on the assumption that the world has moved from an 'Information Age' that relied on knowledge workers and analytical thinkers, to a 'Conceptual Age' that asks for the ability to think collaboratively and combine creative thinking with analysis (Robinson, K., 2001; Short, K., 2009).
ReplyDeleteTo ensure meaningful curriculum is being designed for our students we need to focus on pedagogies that foster this – such as inquiry-based learning. A key principle of inquiry learning is that it is collaborative. Collaboration differs from co-operation in that it is not just about working together, but also about thinking through dialogue about ideas. Effective learning occurs when participants work together towards understanding - they learn in an experience, not just from an experience (Lave & Wenger, 1991).
The key is harnessing new media to support student learning. Google Docs is an excellent example of a Web2.0 tool that can be utilized by educators and enjoyed by children. The real time viewing and chat capacity enables students to work collaboratively in different locations.
People need to be re-educated about the priorities and possibilities of education in the 21st century. Removing or trying to ban technological tools that play a major part in the everyday life of a child in this age will not solve any problems listed in the article. Students need to be educated on how to use these tools effectively and responsibly in order to transform their learning.
Lave, J., and Wenger, E., (1991) Situated Learning. London: Cambridge University Press.
Robinson, K. (2001) Out of Our Minds: Learning to be Creative. UK: Capstone Publishing Limited.
Short, K. (2009) Inquiry as a stance on curriculum in ‘Taking the PYP Forward: The Future of the Primary Years Program.’ Woodbridge, UK: John Catt Educational Ltd.
Written by: Taryn