My New Culture of Learning 

“The only constant in life is change” -Herculatis (King, 2024). While learning is the art of acquiring knowledge through experiences (Merriam-Webster, n.d), where and how learning takes place plays a role in communicating the message. A New Culture of Learning by Thomas and Brown allows me to reflect on the importance of what it means to be a facilitator of learning as a classroom educator and forces me to reevaluate the methods and practices in place to facilitate the educational construct as a whole. 

 

By incorporating methods and recommendations from A New Culture of Learning with my Innovation Plan, Tech-ing TEKS: A Blended Learning Initiative, I can capitalize on the opportunities that technology lends for students to maximize their learning experiences by enhancing their learning environments. Education is not a one-size-fits-all, and students should be able to learn the necessary content in whatever unique and differentiated learning environment is needed. Students today have more access to resources than ever before. The traditional walls of the brick-and-mortar school no longer serve the students the way they did fifty years ago. As time has changed, so should the methods and means we use to educate our students. While the technology available to students allows them to interact with information seamlessly, to maximize students' learning, educators have to help and facilitate the learning. By doing so, it can transform any space into a differentiated learning environment (Thomas and Brown, 2011).

 

Play and Imagination

The familiar dynamic of teaching and learning in a classroom lacks the necessary play and imagination needed to fuel students' passions and allow them to fall in love with learning. Piaget’s theories about learning stated that students need unscripted free time to play to fuel their comprehension (McArdle, 2022). Allowing students designated time in class to explore their interests and passions, will allow the content to be taught and still allow  “free play” and exploration. As a sixth-grade Reading and Language Arts, I have the opportunity to help students navigate more freedom in the classroom as newcomers to secondary education. Play and imagination are encouraged on semester projects and unit assessments. What is clearly outlined, however, allows students to showcase their creativity and personality through their work. One of the main challenges presented with play is the lack of self-control and discipline. Allowing students designated time to play and stay focused can easily turn into off-task time for sixth-grade students. One way this complication can be resolved is by ensuring that educators are actively monitoring students. Play and imagination are key elements in assisting students in becoming self-motivated learners through my Tech-ing TEKS: Blended Learning Initiative Plan.

 

Collaboration and Collective Learning

Because collectives have no sense of core, they provide access to an increasing number of resources managed by technological infrastructure  (Thomas and Brown, 2011). The information we need to facilitate learning is at our fingertips. Many districts across the country provide students with technology, many letting each student their device until graduation or departure from the district. Multiple district-purchased resources allow collaborative learning through various methods, Platforms Such as Google Docs, and Padlet, and even interactive educational games and apps such as Kahoot, allow for students to share information that aids in learning. Group assignments and projects for collaboration will allow students to learn from each other while exploring the district-provided resources and those deemed acceptable by the district. One of the many challenges that this collaboration can bring is isolation. There are a select few students who prefer to work alone and despise even the mere thought of any group work. 

However, the collaborative opportunity like any other, is a learning experience for all involved.

 

With any change comes the possibility of hesitation, frustration, and resistance to assimilate. To combat these potential issues, I believe it is important to gain input and feedback from the stakeholders involved. Classroom educators, administrators, and community and family members should have the opportunity to have their opinions headed on how education is being carried out in their communities. By doing so, it can help to smooth over the new ideas. Training classroom educators to help troubleshoot problems will give them the resources to help make the most of the technology and content involved in Tech-ing TEKS: A Blended Learning Initiative.

 

References

 

King, L. (2024, April 17). Who said change is the only constant in life?. Medium. https://medium.com/mindset-matters/who-said-the-only-constant-in-life-is-change-233fd9e27b87

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McArdle, J. (2022, March 4). Stages of development - piaget. My Teaching Cupboard. https://www.myteachingcupboard.com/blog/stages-of-development-piaget

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Merriam-Webster. (n.d.). Learn definition & meaning. Merriam-Webster. https://www.merriam-webster.com/dictionary/learn

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Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of Constant Change. CreateSpace?