Seimens en objectivation

Ce billet de Georges démontre que le penseur et théoricien qu’il est a besoin de s’arrêter un moment et de faire le point sur sa démarche des dernières années. Il insiste que la critique entourant toute apparition de technologies éducatives émergeantes est essentiel et sain et qu’il faut à tout prix éviter de s’enflammer dans le « Wow! As-tu vu ça? Cool! »

« Behind these petitions of extending a spirit of dialogue to critiques, rests the work of people like Will Richardson, Vicki Davis, Clarence Fisher, Darren Kuropatwa, Terry Anderson, and too many others to name. We’re seeing a slow awakening of traditional venues of scholarly dialogue (books, journals, conferences). A real impetus for change exists. I’m aware of several web 2.0 in education books in the works. I know of many well known journals that either have or are considering articles on emerging technologies. In an experience mirrored by other edubloggers, I’ve been invited to sit on numerous conference boards, institutes, journal boards, and so on.

Now is a great opportunity to be willing to grow up. To embrace those who are pursuing formal research. To engage those who criticize what we promote. We need to move away from the jargon terms that served us well the first few years (you know: industrial revolution model of education, teacher in control, closed hierarchical education).

I suspect part of the reason we are still adrift is due to still trying to « fight the system ». Forget the system. Offer an alternative model of education that is attractive, realistic, and appealing to learners and parents. Offer a model that addresses real problems. That will involve more than public declarations of love for blogs, wikis, podcasts, twitter, social network applications, secondlife, and the really cool new tool we will encounter next month. It will involve time in reflection. What do we want to be? How do we want our children to be educated? How do we want to educate employees? What works? What is the model that will serve our needs tomorrow? « 

Mais ne vous méprenez pas; Seimens ne « ramollit pas ». Juste l’autre jour, il afirme sans équivoque que les technologies CAUSENT le changement :

« Technology forces change. I generally disagree when I hear people say (as I have in the past, but I’ve since repented): « Technology is just a tool ». No. It’s not. Technology possesses/creates affordances. It symbolizes world views (the web, for example, symbolizes equality and democracy…the reason why closed-silo structures suffer at its hands). Technology also forces role changes – teacher and student on an equal footing with regard to information access. But the situation in schools is far more complex than simply information access. It’s about building new skills, functioning in a new environment, and building deep, complex understanding of fields of knowledge. Technology serves the former two well, but does not necessarily achieve the latter without appropriate implementation. The recent Times article – New Class(room) War: Teacher vs. Technology – provides a bit of a glimpse into the social, education, and cultural factors at conflict in classrooms. »

Il veut débattre les idées, surtout avec ceux qui pensent autrement. Cet échange savoureux avec Bill Kerr l’hiver dernier en témoigne bien. Très sain comme approche.

Prenons donc le temps de réflexion nécessaire afin de proposer un/des modèles qui saura rallier au lieu d’intimider. Appuyons nos dires par de la recherche solide; on en voit de plus en plus, heureusement, car comme le souligne mon ami et collègue Robert L., « Sans données, vous n’êtes qu’une opinion ».

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