“The world of education is currently undergoing a second revolution. Digital technologies such as computers, mobile devices, digital media creation and distribution tools, video games and social networking sites are transforming how we think about school and learning.” (Collins & Halverson p.18)
Rationale: The diagram that I drew focuses on the “Flipped Classroom.” The traditional classroom model is being “flipped” the teacher is no longer the “Sage on the Stage” rather the teacher takes on the roll as “The guide on the side.” In a lot of flipped diagrams I see the traditional classroom “flipped” upside down. In my opinion I don’t think that captures the essence of the true model, flipping classwork with homework. In my diagram I put the home on top with a student working on the computer and I represented the teacher in the computer teaching a lesson. The clouds in the home model represent all the learning activities the students can take part in through the direction of the teacher. The school on the bottom represents the traditional classroom with the student in desks raising their hands and the teacher in the front of the classroom teaching a lesson, representing the traditional method.
The article that I researched doesn’t specifically address the “flipped classroom” it address the big the picture of how technology is changing education dynamically, going so far as to calling it a “revolution.” Technology is creating learning opportunities that go beyond the classroom, enabling people to learn, what they want, where they want and how they want (Collins & Halverson p.18).
This article looks at the history of education that emerged from the Industrial Revolution to the struggles we are facing today. “The rise of the public schools moved from an apprenticeship era to a world of nearly universal schooling that
came to identify learning with schooling. The current technology revolution differs from the industrial revolution in one important way. While the industrial revolution gave rise to a universal schooling system where none had previously existed, the information technology revolution presses a very real, active system to reconsider its fundamental practices (Collins & Halverson p.18). Schooling is very engrained in our society, it is 2012 and we still have a “herd mentality.” Moving students through school in grades just because they were born in the same year, teaching them all the same thing at the time, by a teacher whose job it is to dispel information. Technology is challenging this model, allowing students to learn by customizing their education. “Because schools expect common learning outcomes for all, a sense of failure overwhelms many students who cannot reach grade level expectations. Many students cope by turning their energies to other activities, such as sports, music, video games or other social activities. A perception of failure often leads students to try as little as possible in schools. Information technologies allow students to cultivate and pursue their own learning goals. Facilitating intrinsic motivation may help students to access successful learning opportunities, and may surmount the sense of failure that comes when everyone is supposed to learn the same thing at the same time.” (Collins & Halverson p. 25) It is a very daunting task to attempt to change an education system that has been in existence for centuries. “This is the time we need another Horace Mann to provide the vision for an educational system that can integrate all the different elements that are developing. These elements do not form a coherent system, and few people know how to avail themselves of the opportunities that are out there” (Collins & Halverson p. 26).
In conclusion, this article is one of the best articles I have researched that depicts where our education system came from and the unknown of where it is going. The clear message is that there is a revolution taking place in our education system. “We need our school leaders and teachers to understand how learning technologies work and how they change the basic interactions of teachers and learners. Our technology leaders need to work together with educators, not as missionaries bearing magical gifts, but as collaborators in creating new opportunities to learn.” (Collins & Halverson p. 26)
References:
Collins, A. A., & Halverson, R. R. (2010). The second educational revolution: rethinking education in the age of technology. Journal Of Computer Assisted Learning, 26(1), 18-27
