“Education can provide the excuse and the means for transforming society...for better or worse.
“Information technology can provide the excuse and the means for transforming education...for better or worse.”
I'm both disappointed and pleased that so much of what I wrote in “Making the Most of a Slow Revolution” in March/April 1996 Change Magazine, seems so appropriate today - 15 years later.
And I still believe “that the next decade-not the next 18 to 24 months-will be critical.”
Here are a few more UNREVISED excerpts, including a dozen recommendations for avoiding CRISIS, LURCH while improving teaching and learning with technology. The full article begins with a description of conditions that engender unrealistic expectations; identifies 11 significant obstacles; offers specifics for each of the 12 recommendations; and concludes with guidelines for local Teaching, Learning, and Technology Roundtables.
"Education is being transformed, but the inertia of the system is enormous, and the costs associated with widespread, 'deep' integration of information technology into teaching and learning are significant. In order for institutions to make difficult choices among strategies for change in the absence of conclusive data, each college and university must get the best advice it can from those within its own community who have relevant experience, knowledge, skills, and insights about teaching, learning, and technology. Implementing the best strategies requires institution-wide collaboration involving all key stakeholders. The cumulative impact will be 'revolutionary,' changing how people teach and learn, and what is taught and learned.
“So now I believe that the next decade-not the next 18 to 24 months-will be critical. There seems to be rapidly growing acceptance that the ways in which information technology is used for teaching and learning will be a significant part of this transformation. What can colleges and universities do to prepare for this slow revolution? Can We learn how to participate comfortably and effectively in it--and even to direct it?
“Unfortunately, the most common institutional strategy for integrating information technology into teaching and learning is CRISIS, LURCH, CRISIS, LURCH, CRISIS, LURCH.
“What follows are 12 recommendations for avoiding this pattern while improving teaching and learning through more effective use of information technology.
And I still believe “that the next decade-not the next 18 to 24 months-will be critical.”
Here are a few more UNREVISED excerpts, including a dozen recommendations for avoiding CRISIS, LURCH while improving teaching and learning with technology. The full article begins with a description of conditions that engender unrealistic expectations; identifies 11 significant obstacles; offers specifics for each of the 12 recommendations; and concludes with guidelines for local Teaching, Learning, and Technology Roundtables.
"Education is being transformed, but the inertia of the system is enormous, and the costs associated with widespread, 'deep' integration of information technology into teaching and learning are significant. In order for institutions to make difficult choices among strategies for change in the absence of conclusive data, each college and university must get the best advice it can from those within its own community who have relevant experience, knowledge, skills, and insights about teaching, learning, and technology. Implementing the best strategies requires institution-wide collaboration involving all key stakeholders. The cumulative impact will be 'revolutionary,' changing how people teach and learn, and what is taught and learned.
“So now I believe that the next decade-not the next 18 to 24 months-will be critical. There seems to be rapidly growing acceptance that the ways in which information technology is used for teaching and learning will be a significant part of this transformation. What can colleges and universities do to prepare for this slow revolution? Can We learn how to participate comfortably and effectively in it--and even to direct it?
“Unfortunately, the most common institutional strategy for integrating information technology into teaching and learning is CRISIS, LURCH, CRISIS, LURCH, CRISIS, LURCH.
“What follows are 12 recommendations for avoiding this pattern while improving teaching and learning through more effective use of information technology.
1. Fundamental QuestionsKeep asking fundamental questions.
2. Future VisionObserve trends; shape the future; build a vision.
3. Permanent ChangeAdjust to new pace and depth of change.
4. Judgment, Reductionism, TrustUse judgment; resist reductionism; trust faculty and students
5. Dichotomies; CombinationsReject dichotomies; find good combinations.
6. Intellectual Property, Fair UseUnderstand intellectual property help keep “fair use.”
7. Guidelines, PoliciesDevelop new guidelines quickly; develop new policies slowly.
8. Support-Service CrisisPrepare for your support-service crisis.
9. Student RolesExtend student roles as assistants, learning colleagues; form Faculty
Student Support Service Teams (FSSSTS) and learning communities. 10. Portfolio of Change StrategiesDevelop a portfolio of change strategies.
11. Realistic Expectations: More Time, MoneyInvest more time and money.
12. Institutionwide CollaborationDevelop institutionwide collaboration to improve teaching and learning.
Full article by Steven W. Gilbert, Change Magazine, March-April 1996 pp. 10-23
