Cookie Cutter v. Individualized Schooling

One important educational technology theory that I am exploring involves a proposed shift from universal schooling toward individualized learning (Collins & Halverson, 2009).  Universal schooling is a product of the Industrial Revolution, due to a need for skilled workers and the assembly line school of thought.  I liken universal schooling to “cookie cutter” teaching and learning.  Collins and Halverson (2009) suggest technology enthusiasts support a major shift toward technology as a result of the Knowledge Revolution.  As the Knowledge Revolution continues, there is a greater need for public schools to rethink and embrace technology as a means to customize learning for students.  They suggest changes in society and in students today necessitate a shift toward more student control of learning, more “just in time” learning, and more instantaneous feedback, among other proposed changes.  Many of the ideas proposed stem from a Constructivist school of thought and have roots in the Progressive Movement.  The enthusiasts propose need for changes in laws and regulations to adapt to innovations in schooling.

There are many supporters of these changes; however, skeptics offer many reasons to resist these changes.  One thought is there is a basic body of knowledge and skills that all students need to know for possible future use.  Another drawback is that, historically, schooling tends to take a long time to change.  And still another factor is the multiple “new” technologies reported to revolutionize schools, which failed to revolutionize schools as initially reported, such as television, radio, and filmstrips.  The skeptics continue to give reasons to resist mass changes in today’s schools.

I can see both sides of this discussion.  I see a need for students to have a basic education.  I see a body of knowledge that remains important for students to learn.  Nevertheless, I also see a need for students to explore and learn in areas of interest and giftedness.  As an online teacher, I encourage students to build skills from their areas of interest, yet I am responsible for ensuring they explore content outlined in the state standards.  As an online student, I appreciate the course designs which allow us to explore and learn in areas of interest, while learning basic content we need.  I see the value of having an actual textbook to read, hold, and mark, yet I truly enjoy using e-books.  I would appreciate seeing more textbooks available for e-book readers.  As I research e-textbooks for the literature review, the evidence suggesting students prefer traditional textbooks surprises me (Woody, Daniel, & Baker, 2010).  As technology advances, I see much value in using interactive e-textbooks and having access via handheld devices.  I think the issue deserves additional research.

Over time, there has been concern for new technologies stepping in to replace the teacher.  Twenty-five years ago, I wrote a fantasy essay about classrooms where students learned completely from computers; there were no teachers at all.  The lack of teachers was the fantasy part of the assignment.  At his point in time, I still am not sure technology will ever completely replace teachers.  I do see a need for public education systems to embrace newer technologies.  I also see a tremendous need to update legislation and regulations to meet the needs of today’s schools, yet these changes tend to take a long time.  My interviewee insists listening to the end user’s needs is paramount when deciding about new technologies.  This brings a new question to the table, “Who is the true end user?”  This places schools in a precarious place, if the students are the true end users.  Students tend to be immature and may not truly anticipate their true needs.  Are the teachers the true end users?  Many of them are resistant to learning new technologies to reach today’s students.  What about businesses and industries?  This is a major quandary, and I do not have the answers.  I am curious to see how education changes over time.  We may be waiting longer than we would like.

References

Collins, A. and  Halverston, R. (2009). Rethinking education in the age of technology: The digital revolution and schooling in America. New York: Teachers College Press.

Woody, W., Daniel, D., Baker, C. (2010) E-books or textbooks: Students prefer textbooks, Computers & Education, 55(3), p. 945-948.