Ch.1--Rethinking Education

"How Education is Changing"

This chapter briefly discussed the way technology is changing our methods of education. With the rapid increase in the use of technology support and products, many people are forced to take their educations beyond the classroom to keep up. We find many students in “…homes, libraries, internet cafés, and workplaces, where they can decide what they want to learn, when they want to learn, and how they want to learn” (p. 3). Many schools now have computer labs and specialized courses that offer basic instruction, but the point of the chapter was that teachers aren’t maximizing the potential of technology in their everyday classrooms. Since technology has become such a big focus in the everyday life of students and adults alike it’s almost ridiculous that it’s not more incorporated into the general curriculum, and this makes students look for educational opportunities elsewhere.

The chapter highlighted that America is in the midst of the Information or Knowledge Revolution that is gearing Americans towards “…life-long learning” (p. 8). We have passed from the times of apprenticeship into the public schooling sector and are now moving beyond to a new age of education where we prepare for the rest of our lives rather than a mere vocation. This social revolution of the Knowledge Revolution is the onset of “life-learning”, thus the onset of change in the education system.

Collins and Halverson note that all of the changes produced by this new Information Revolution are not all beneficial or unbeneficial. There are issues of finance not only for fund-depleted school districts but also the underside of the ever-increasing economic gap. It is clear that those with more buying power are at an advantage in keeping up with the newest technologies and enriching their personal educations. The authors, although they claim not to be in favor or against the new technologies (they’re totally in favor), make clear that their aim is to document the changes of schooling, learning and technology from a historical and observational perspective.

The authors “…argue that we need to rethink schooling in light of the new technologies” and although I agree with them, I wonder if it’s so bad that people venture outside of the school system to learn something new (p. 7). Public schools have had a monopoly on education and learning, and this new Information Revolution has kind of broken it up. I know I enjoy learning outside of the general classroom. However, as a future educator, I want to engage my students in the classroom and incorporate new technologies. With short class periods I believe this to be a somewhat difficult feat, but one worth dealing with if it will benefit my students and keep their interest. Plus, it’s my goal to stay as relevant as possible with technology so I don’t experience the frustration that my parents and grandparents often do with new software and electronic devices. I look forward to what this book has to expound upon the challenges of the revolution and how to intermingle it with the public education sector.