NETP: Teaching and Learning and Learning and Teaching and more Learning

The state of Texas has created a plan for integrating new and various forms of technologies into public schools. The state has a vision. And, while this could be a chicken or the egg scenario, the federal government has a technology plan as well. Both plans are similar in that they want to make changes to the way schools are operated, how students learn, and how teachers teach. The fundamentals of learning and teaching are changing from one of 'I say, you do,' to 'I facilitate, you perform and teach me too.'

Collaboratively. That is the style of education in the future, according to the National Education Technology Plan. The people in the room who facilitate learning do so from a positive position of empowering their student to become autonomous learners. These people will retain their title as teacher by being innovative with assigning students to perform selected tasks in selected, but engaging, environments. These environments will vary from individual to group settings; critical thinking to problem solving; and using various types of multimedia and digital resources. Teachers will also have the responsibility of directing students to new literacy skills of filtering information as relevant to the subject or applicable to the task.  

Students will take control of their own learning by researching and performing tasks. Instead of being fed information from the teacher, then expected to be able to recall the information; students are led by competencies and concepts. These competencies and concepts are knowledge that is required by federal and state guidelines, such as the Texas Essential Knowledge and Skills (TEKS). Students are made aware of what is expected of them and thus take responsibility for acquiring what is necessary to pass state mandated standardized tests. The concepts are built around subjects, such as U.S. History; therefore integrating multiple levels of Bloom's Taxonomy.

Some issues that could arise from this new direction for school systems is feedback from the community. Parents and organizations and even old school educators often criticize and question the unknown. Parents who are not familiar with the new push to have students responsible for their own learning and critically question a teacher's role and system of grading, and to parents grades are very important. Organizations that contribute tutoring to help schools could see a drop in volunteers because of the rapidly growing distance between what school was and now is. The most important problematic issue is incorporating old style teachers to embrace and integrate the new way of teaching. Teachers are creatures of habit. There are many jokes that float around about teachers who refer to the laminated lesson plans year after year.

The great realization about the new collaborative classroom set by the National Education Technology Plan is that problematic issues can be solved through the same methods being facilitated in the classroom. Having parents and organizations become responsible for their own learning through the district facilitating resources. Administrators answering questions and sharing information on discussion boards can alleviate a parent's critical fear of the unknown. Teachers who are reluctant to throw away their laminated lesson plans can collaborate with fellow teachers and even their students . . .yes, their students. Teachers who hold onto using technology as a way to enhance record keeping and filing, can now reach out and take that model of collaboration to include the students. Thus classroom becomes a scientific system of learning, with experiments, research, and application; and therefore eliminating the need for professional development that is not grade level or subject relevant.

In conclusion, the National Education Technology Plan seeks to achieve collaboration through the responsibility of teacher and students to facilitate teaching and learning in the classroom.