Dans son billet où Will déplore une certaine stagnation face à la transformation de l’école, surtout dans un contexte où amener 8 millions d’enseignants aux É.-U. à actualiser leur pratique, eh bien, ce n’est pas de la petite bière, on peut lire une série de commentaires bien articulés; du cybercarnetisme à son meilleur, selon moi. Je retiens en particulier ce commentaire (le 21e de 37…) de Christopher Sessums, qui dit :
« I am reminded of a saying that goes something like, “I don’t know the true face of my town, because I live there.” The changes we all seek are happening all around us; they are just happening on a much smaller scale. One of the major issues with the types of changes we’re looking for is scale. As you noted, 8M educators in the US make small changes seem almost imperceptible. But change is happening and will continue to happen.
I too am wanting to shift my focus on how I participate in this extensive learning community. Given the scale of educators and edublogging, I see how small groups can be more effective in working toward meaningful social activity. I see school change happening the same way, in small pockets that someday will be more loosely joined with other pockets, networks, and communities. We’ve only scratched the surface, Will. It’s our job to share our visions and create road maps to get us there. »
En effet, un enseignant à la fois, des petits groupes ici et là. Tiens, une école ici et là. Hop! un district qui innove… Tranquillement (ou trop lentement diront certains), on se dirige vers une masse critique. Parviendra-t-on à rattraper le 21e siècle? Voilà la question…
Et puis, ce matin, George Siemens écrit justement sur ce sujet et y apporte une perspective plus globale :
« Times of change have an interesting impact. When foundations of tradition are threatened, we see a common response of increased conservatism from certain sectors of society. The Roman Empire, for example, had numerous failed attempts at reform before finally sliding into obsolescence. Reformers walked a line between doing more of what worked in the past and trying to innovate to meet the reality of a changed world. Occasional glimmers can be seen – such as with Constantine – where change appears to bring back glory days. Such glimmers are fleeting. So what is an educator to do? Do we do more of what worked or do we change the system to embrace new realities? What do we keep? What do we discard? These are the foundational questions we are facing. And for each successful innovator or conservator in history, we can see many failures of reform. The design of our systems needs to match the reality of the condition. »
Une phrase clé : Most reforms are a blend of drawing from the past and anticipating the future.