I have spent 34 years as a teacher and administrator in seven Catholic secondary schools in New Zealand, Australia, and California. All of these schools could be described as Industrial-Age schools in the way that Senge uses the term, but few teachers, parents and students expressed the view to me over the years that this was how the school was viewed. Certainly the philosophy of each of the schools was far from mechanistic because there was a genuine care, concern and interest in each of the students. I believe that each of these schools were responding to the best of their ability to what parents wanted and children needed. The schools reflect some organisational and architectural features that are associated with the Industrial Age and will continue to do so for the foreseeable future because of the costs of changing or modifying buildings, and government and union requirements and agreements that are mandated for schools and teachers.
During my time as a teacher and administrator, particularly in Australia and New Zealand, there has been a significant evolution in the styles of teaching and learning, an expansion of the range of courses offered, and new forms of assessment introduced. Much of this has been done at a national, state, system or school level. In the last secondary school where I was a teacher and administrator, each classroom had data projectors available and computer rooms were plentiful and accessible. The school had about 450 computers available in rooms or pods for the 1250 students. Each student was required to have a memory stick. In-service days were devoted to new styles of teaching (especially multiple intelligences) and training in the use of technology. Courses introdued at the school while I was there that reflected New Science applications included Robotics, Media, Design and Technology, Studio Arts (Photography). Probably the most significant advance in catering for students' interests and society's needs was the ability of students to take one course (in topics such as animation, carpentry, music recording, pre-trade training) at centers that catered for students from a variety of schools, and also to spend one day a week at a workplace. Most subjects have a formal state exam at the end of their Grade 12 year of the pen-and-paper variety which harkened back to the Industrial Age. I claim some credit for the innovations, but the innovations were decided and implemented collaboratively. I have used technology in the classes that I have taught, but I would need some updating in areas such as 'smart-boards' and the possibilities that the iPod Touch offers for teaching and learning, two technologies that have been introduced into classrooms since I last taught in secondary schools in 2006. This in itself shows that schools do not stand still but change and adapt - and likewise, so do we all!
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Adrian, I think we can all learn much from your experiences. I really like the fact that your use of technology has (in part) blended with some traditional, like carpentry. I also think that students spending time out of class within a work environment is an aspect of technology many of us fail to utilize. So many of us have a wealth of resources in our parents and alumni, it's fascinating to think of the possibilities when a concrete learning plan is in place. Your post also gave me much hope in terms of change and adaptation. So much of our institutional Church is draconian and seemingly resistant to change. Despite these constricts (some of which seem mandated) your experience tells me that there is still a future and that these odds are not insurmountable.
ReplyDeleteAdrian,
ReplyDeleteAll that you mentioned was a wonderful glimpse into just how effective the new technology can be when seriously implemented in the school environment. I am impressed not only with the pragmatic, integrated approach of current technology as you describe but also with the commitment of the government(s) to supporting evolving forms of education. I am aware that Australia and New Zealand are very forward-looking in their approach to learning environments. The National Library in Australia is top-flight. One Australian library is a depository dedicated to indigenous cultures.
The school environment you last described must have been a very exciting, energizing place in which to teach and learn. It is certainly illustrative of N.S..
In my own blog above, I made little mention of computers. In the last nine years of teaching, computers were in fact an integral part of the student life, with accessibility for each student in each classroom and their individual study carrels in the library. The law is known as a very traditional place in many ways. This would apply to computers. Computers were slow in coming; but, once they appeared, they proliferated like the proverbial tribbles of Star Trek fame and overall greatly enhanced learning.
I completely agree with you on your reflections about I.A. schools of the past. They served with dedication students, parents and the communities, in light of the conditions of the time.
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ReplyDeleteThe phrase which truly caught my eye, regardless of the italicization, was "I believe that each of these schools were responding to the best of their ability to what parents wanted and children needed." It makes me think of how schools have both the duty to respond to the desires and perceived needs of the clientele (how I dislike that word...) as well as to delicately lead students and their families in the experience of their education. We truly are in a privileged position being directed by our families/students and directing them as well in their formation. So many times in my own experience, it has been the true partnership between the school and the parent(s) on behalf of the child which has been the only way progress and growth have occurred.
ReplyDeleteBr. Adrian: I think one of the joys of secondary education is that fence-sitting between the world of basic skill development so necessary in elementary education and the opportunity for specialization generally present in higher ed. I love the variety of approaches to curriculum and innovation your describe in your last school. To some extent we--and here I'm speaking of the students and teachers at DMA--have this freedom in our electives program in the middle school. I think there is genuine learning for learning's sake when students and teachers together explore a topic of mutual interest. Great to hear more about your experience!
ReplyDeleteI am very interested by your comments on some features of Industrial Age thinking continuing because it is what works, what parents want, and what children need. I think that is exactly what we are to provide in Catholic schools. We are to respond to the wants/needs of our community when it is prudent. It is certainly a balancing act between where we should push forward and what we should continue to embrace from the past.
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