The first section of the reading that stood out to me was the discussion of student vs. teacher-centered classrooms when Parker specifically mentioned "the way students are now learning by means of digital technology" (Palmer, 2007, p.121). Combined with his recollection of a time when he was contradicted by one of his students (p. 120), my thoughts were focused on the differences between my science and multimedia technology classes.
We have worked hard as a level to integrate as many student-centered, constructivist, inquiry-based activities as possible but the burden still remains that we prepare them for what they will be receiving at college and that is a teacher-centered lecture hall. Thus we try to reach a good mix as Palmer suggested (p. 119), and create a "subject-centered" classroom environment. The multimedia classes, however, are almost completely subject (AND student) oriented with a smattering of lecture-based teacher-centered instruction. I have to say that as much as I enjoy my biology classes, the student-centered environment is thrilling and I learn just about as much from my students as they do from me. We achieve knowledge as a group and they're gaining skills that will help them become life-long learners. It's fantastic!
As a matter of fact, the more I read this chapter, the more it seemed to speak to exactly the type of classroom we have in Multimedia Design 1A & 1B. When Palmer mentions that he needs to learn how to "trust that the community has the resources necessary to deal with the issue at hand" (p. 137) I am immediately reminded of the endless situations where one of the students in class has either filled in the gaps in my knowledge of the particular subject or design technique, or come up with entirely new knowledge to share with all of us. The latter usually involving them designing some sort of "how-to" tutorial for their peers that I post on my website for everyone to download.
It all makes for a fun and innovative way for teacher and students to increase knowledge and mastery. Needless to say, I enjoyed the practical implications of this chapter.
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Spending a good deal of my time in the administration of higher education, and soon returning to just that in January, I too keep reflecting on Palmer's many great ideas and how it conflicts with the culture of higher education. The shift in focus in education has not trickled up to higher education. Though I see progress with administrators in colleges and universities, old guard faculty are very difficult to change. Many of them would use Palmer's book as a doorstop at best and consider it trite drewl at worst. The tenure system does not help matter. It strikes me how even in USF SOE, I have had teachers who do nothing but lecture, or don't lecture at all, or don't know how to use technology or lead a discussion. Perhaps this was not the profession for those people!
ReplyDeleteThis sounds intriguing. I'd like to see this in person. Could I observe the Multimedia class? Perhaps I can adapt it for my Government class.
ReplyDeleteWho knows what the future brings? Models we can scarcely imagine may be the norm in a hundred years. Working in technology these days must be a constant race to stay ahead of the students. Though the same claims were made for television -- and we know how that turned out -- perhaps technologies of the future will enable instead of constrain learning communities.
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