Mathew Needleman’s post on being smarter than a Google search alerted me to a post by Tim Holt. In his post Tim remarks upon a question posed by Marco Torres to a group of teachers.
Marco’s question was: “So, what knowledge do you possess that a 16 year old kid could not look up on Google?”
Tim considers that Marco’s question is very great indeed and his post posits that whereas doctors and artists can apply and synthesise the knowledge that they possess to solve a problem teachers seemingly are not doing that at this moment. Teachers are simply repositories of knowledge. He writes that a change is now needed to apply these higher order thinking skills of synthesis, application and problem solving in the classroom and so bring education up to date. He labels those three skills “21st century skills”. He also writes that the lecture is dead. I could not help but respond. This is the comment I wrote on Tim’s blog.
“I am a teacher and I think I manage to impart some wisdom each day. I have imparted knowledge garnered from my parents, siblings, friends, teachers, lecturers and acquaintances that cannot be found via Google. Allow me to qualify that I am not knocking Google. I actually teach my students how to use Google, Kartoo, Vivisimo and other search tools intelligently.
The knowledge I acquired from my relatives, teachers and friends over the years harnessed in tandem with the wisdom that lies within that knowledge forms a crucial part of the storytelling component of my lessons on 20th century history. That same knowledge has generated laughter and tears as well as understanding. That same knowledge has created a difference within the students. Before that knowledge was imparted the students were at point A in the learning journey. Following the receipt of the knowledge they were at point B in the learning journey. There was a difference, a change. Google was not applied in the creation of that change.
I grow a little tired of how some commentators apply blanket criticisms of the teaching profession. Marco’s question is somewhat puerile and will certainly not endear him to the teaching profession in general. He makes a good point regarding the knowledge economy but surely he could make it in a more collegial and diplomatic manner.
I feel that excluding teachers from your list of experts is rather simplistic. Teachers also apply knowledge. My colleagues and I do so every day. We were all applying those 21st century learning skills last century.
There is still a place in education for lectures. We have all attended great lectures that enthralled us from beginning to end. Granted you need a lecturer capable of delivering a great story.
Cheers, John”
~ Watershed ~
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March 18th, 2008 at 10:39 pm
I appreciate your comments and thank you for visiting my blog.
Marco is a teacher and a teacher advocate. You can hear more of him in a recent podcast by Wesley Fryer. Taking his question out of context, it might sound like he is criticizing teachers but I believe he is just being provocative. His larger body of work has never criticized teachers.
Bloggers by nature tend to be more reflective teachers so it’s possible that the question doesn’t apply to you personally as much. However, it does cause me to rethink and reevaluate my own teaching a bit. It does make me think of countless classrooms I’ve visited where students are simply memorizing facts. I think that’s what Marco is talking about.
March 19th, 2008 at 3:19 am
Hi Mathew
Thank you for the comment. I have actually had the good fortune to attend a couple of Marco’s presentations. Back in late 2004 he gave a presentation to about 25 teachers here in the library of our school. I know that he is a leading light for education and the application of meaningful technologies within the classroom and beyond.
Yet, questions such as the one that Marco posed to the teachers regarding knowledge and Google can put teachers offside. It certainly drew the attention of this old teacher and I am already a convert. I thought that it may have been provocative as you suggest in your comment Mathew yet I still feel a more diplomatic approach is required in order to win over the hearts and minds of more teachers with respect to the teaching tool that is technology. I personally adopt a diplomatic approach when providing professional development for teachers.
Your post and Tim’s post certainly made me think. Yes from time to time we switch to “sausage factory mode” and feed the students facts but there is a great deal of ‘storytelling’ and analysis in there as well.
Thanks very much for commenting Mathew and sharing your views. I apologise for incorrectly spelling your name in my original post above. I shall correct it now.
Best wishes, John