Traditional model of teaching may seem quite obsolete, especially when we look at technological advancement visible in all areas of our lives, including education. Even my blog reflects changes that have been influencing the whole TEFL process, most of them provoked by technological development. Even now, one of the most common questions regarding teaching focuses on technology – shall educators introduce technology in the classroom and if yes, to what extent?
Larissa Pahomov is a part of Science Leadership Academy, and the book she wrote offers not only her insight on creating an authentic learning environment, but also bears the mark of a true practitioner and some of the answers are the ones that make this book more than a guide for other SLA teachers.
“(…) Real learning happens anywhere, anytime, with anyone we like – not just with a teacher and some same-age peers, in a classroom, from September to June” (Will Richardson, Why School? )
Trying to grasp the ideal learning environment, the book is divided into five core values:
Inquiry: students need to be able to ask their own questions in order to engage with their education
Research: students need to learn how to collect and interpret both data and sources of information
Collaboration: working together not only helps students to learn better, it also supports them in developing interpersonal skills essential for their future professional life
Presentation: students learn how to present themselves and their work appropriately and effectively
Reflection: a necessary part of a learning process to improve with each cycle of learning
Each part is detailed by a very organised set of information: description (how the value can transform the learning process and how a digital solution can enhance it), step-by-step outline (making the shift and various examples), solutions (many possible roadblocks and workarounds given), suggestions (how to implement the value not only in one classroom, but in the whole school) and anecdotes (mainly from ex-students, giving a very valuable feedback).
My favourite part of each chapter is the one focusing on challenges and ways to overcome them – and this is probably the highlight of the whole book. It is not very often that a publication mentioning collaboration states the most common issue connected with group projects like “my group-mates are not working as hard as me or doing what I tell them to” or a typical students’ excuse which is “we don’t have time to meet outside of school” – and yet it does and offers some insightful solutions.
“Currently, teachers and schools often fall into an embrace/reject dichotomy when it comes to using technology in the classroom. (…) this “digital divide” often reflects a misguided focus on the what of technology, instead of why and how. (…) adjustment means shifting away from looking at technology as an end in itself and toward using technology as a medium for all kinds of learning. To make that shift, schools and teachers need to be asking the following question: How can technology transform education?” (Larissa Pahomov)