Keeping education relevant is a wicked problem in education. A wicked problem is…well, it’s super hard to define and even more difficult to solve. With peers from my MAET course we did a ton of research and tried to come up with some possible solutions to keep education relevant.
To begin our nearly impossible quest to find a solution we used the Why? What if? How? model for questioning from A More Beautiful Question by Warren Berger (2014). We first considered all the reasons why keeping education relevant is a wicked problem. This helped us see and begin to understand the complexity of this problem. Here is an infographic that I created using easel.ly.
Once we had an idea of why this problem was so complex it was time for research. I found that in today’s world, a college degree doesn’t mean a guaranteed job and it is a concern that current higher education programs aren’t preparing students to be competitive in the world’s rapid modernization (Johnson et al., 2016). As a group we talked about how even k-12 education teachers may not feel like they are using technology as a tool to help prepare students beyond high school. We also explored the idea of better preparing students for the workforce. Technology is changing the world at a rapid pace and we need to better prepare our students. Here is our shared planning document that highlights our research and other ideas that we gathered through this process.
Putting It All Together
Trying to Solve the Impossible
From an elementary teacher standpoint I believe that our focus needs to be on the appropriate use of technology in classrooms. There has to be some way to get all teachers to use TPACK. As Mishra and Moehler (2009) point out, ” This would not be possible without a deep, complex, fluid, and flexible knowledge of the technology, the content to be covered, and an appropriate pedagogy”(2009) . As shown in our presentation we think that having staff meetings would be a way to give teachers an opportunity to gain this understanding. The struggle is how to hold schools accountable. From an administration point of view money is an issue. It’s hard to stay relevant when technology is always changing. With this wicked problem it seems that with every possible solution there are more problems.
But just like Berger (2014) states, “There’s no shortage in today’s world of wicked problems wrapped around beautiful questions-meaning that somewhere deep inside that thorny issue, embedded at the core, lies an undiscovered question of great value”. So let’s keep questioning.
Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., and Freeman, A.and Hall, C. (2016). NMC Horizon Report: 2014 K-12 Edition. Austin, Texas: The New Media Consortium. Retrieved from: http://cdn.nmc.org/media/2016-nmc-horizon-report-he-EN.pdf
Berger, W. (2014). A more beautiful question: The power of inquiry to spark breakthrough ideas. New York, NY: Bloomsbury.
Mishra, P., & Koehler, M. J. (2009). Too cool for school? No way! Using the tpack framework: You can have your hot tools and teach with them, too. Learning and Leading with Technology. Retrieved from http://eric.ed.gov:80/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=EJ839143\nhttp://www.msuedtechsandbox.com/hybridphd/wp-content/uploads/2010/06/Mishra_Koehler_LandL_2009.pdf\nhttp://www.msuedtechsandbox.com/hybridphd/wp-content/uploads/2010/0