EDT6440 Spring 2013
MP2 – Disrupting
Class How Disruptive Innovation Will Change the Way the World Learns
April 15,
2013
Christensen, Horn,
and Johnson bring a bold set of predictions within the pages of Disrupting
Class How Disruptive Innovation Will Change the Way the World Learns. Their logic is based in studied models, and many
of the changes they’ve predicted are starting to occur. However humans are not
always logical, and it will be interesting to see how this all plays out. We already see adoption of cloud-based
computer-aided learning among ‘non-consumers’—where the alternative is
nothing—in the form of specialized classes, and also in the homeschooling arena where learning was
previously limited by parent knowledge (Christensen, Horn, & Johnson, 2008, p. 89-95). We are also witnessing one
accelerating factor of disruption occurring locally in the form of a government
crisis, but whether it will be innovative disruption that can benefit students
remains to be seen (Christensen,
Horn, & Johnson, 2008, p. 100-102).
In current local
events, the WSBT-TV website informs us that the Benton Harbor High School will
be undergoing drastic cuts. “Union
officials say they just learned a few days ago the district is going to send
out pink slips to the entire faculty this week”. All of the teachers are being
let go and must re-apply for their jobs if they wish to continue teaching at
the school. Only about half of the
teachers are expected to be rehired as part of a state-approved turn-around
program (Bohn, 2013). Additional
information from the Herald Palladium softens the blow, but only by a very
small consolation in that the non-returning teachers will be ‘laid-off’ rather
than fired so as to help them with their job search (Genellie, 2013). The local
news reports do tell us ‘what’ is happening, but what they fail to do is to inform
us of the ‘how’ things will be different.
No information is
given as to what plans the turn-around program has for change. Perhaps this is
to be determined by whoever steps in to head the school. At the moment I’m left with a multitude of
questions. First and foremost, Benton Harbor is a very financially poor school
district, and it along with the rest of the nation has been charged with
leaving no student behind. How can they
possibly succeed without bringing additional resources to the table? Initially
reading Disrupting Class, I ideologically clung to the picture that Christensen,
Horn, and Johnson painted of teachers being able to utilize technology to teach
more students and perhaps get better pay (Christensen, Horn, & Johnson, 2008, p. 107). However in this instance—at
least initially—the indicators are that the teachers will teach bigger classes
and be paid less. Technology is not in the picture. Not to give the impression
that I think the authors are wrong—I don’t—but every instance will play out in
its own way. It can, and it will get ugly.
As I consider the
situation, more questions arise. Will
they take advantage of peer-to-peer learning available in the cloud, and group
students by subject and interest so that the students can engage each other in
a social environment; and in doing, build a learning community (Watters, 2012)? Will they allow students to learn via
computer-aided learning in a modular approach that allows for students to take
ownership of their own learning and progress at their own pace (Christensen, Horn, & Johnson, 2008,
p. 23)? Will they find new ways to reach the students
that align with Howard Gardner’s theory of Multiple Intelligences (Christensen, Horn, & Johnson, 2008,
p. 25)? Will they be able to tap into student-centric
technologies instead of utilizing the current monolithic batch-process that is
the standard classroom of today (Christensen,
Horn, & Johnson, 2008, p. 38)? To steal the books analogy, Benton Harbor High School IS in
mid-flight, and they ARE rebuilding the plane (Christensen, Horn, & Johnson, 2008, p. 51).
My hopes are that Benton
Harbor High School will get its very own version of Jaime Escalante who will somehow
lead and motivate them to overcome the adversity they face (Christensen, Horn, & Johnson, 2008,
p. 82-85). Certainly the ‘power tools’ (Christensen, Horn, & Johnson, 2008,
p. 186-187) are in play to bring about cooperation in the district, but
will the leadership move to innovate, or will they fall into Einstein’s
definition of insanity by doing the same thing over and over and expecting a
different result (Christensen, Horn,
& Johnson, 2008, p. 156)?
Paying lip service to the value of education and simply paying the employees
less is not going to bring about a positive change. Beyond the bottom line, the needs of the students
must be put first.
Works Cited:
Christensen, C., Horn, M., Johnson, C., (2008). Disrupting Class: How Disruptive
Innovation Will Change the Way the World Learns. USA: Clayton M. Christensen.
Bohn, D (2013) Benton
Harbor teachers getting pink slips WSBT-TV Retrieved April 15, 2013 from http://www.wsbt.com/news/wsbt-big-staffing-changes-at-benton-harbor-high-school-20130415,0,3837634.story
Genellie, K (2013) At
least half of BH High staff to lose jobs Hearld Palladium Retrieved April 15,
2013 from http://www.heraldpalladium.com/news/local/at-least-half-of-bh-high-staff-to-lose-jobs/article_9b6867b7-a24b-5378-80c6-2d823f9b7129.html
Watters, A. (2012). Five
Predictions for Higher Ed Technology in 2012 Inside Higher Ed Retrieved April
15, 2013 from http://bit.ly/taySfP
No comments:
Post a Comment