Postmodernism_Slavinsky

Postmodernalism is difficult at best to define. It is considered to be a school of thought or movement rather than a philosophy.  In general it supports the idea that no single consensus of thought or cultural tradition can be seen as representative for all human experience.  Its roots are intertwined with many of the philosophies that preceded it.  It has even been called a parasite that has attached it’s theorems to those of modernization. 

Postmodernism concerns include those of difference, diversity, ethics and gender.  These concepts are the prevalent features for understanding how knowledge is interpreted and perceived.  For the postmodernist it is the actions and results created by those cultural differences that comprise how humans evolve and learn. They support the idea that through understanding and identifying with the needs of the culture, one is empowered and thus knowledge is power.

Understanding the principles that support the learner seems to be the central aim for most postmodernists.  The concern with differences in ethics and diversity are key concepts.  How a learner relates in their environment with regard to others with the goal being to create awareness of/eliminate dependence on inequalities while expanding basic human rights.

The postmodernist support educational methods used to create an environment in which self and social empowerments are taught prior to academic focuses.  The restoration of the community is seen as an important value to education.  Teaching awareness and social responsibility are deemed valuable resources in insuring a harmony with the environment.  Language is viewed as the beginning of knowledge and should be the starting point of education.  Communication skills should be enhanced and learners should learn the value of a shared language in which understanding serves as a stepping stone for growth in the social/political community, as well as the educational arena.

The postmodernist agree that the curriculum should not be limited to individual subjects and disciplines.  They support the teaching of issues such as group and personal identities, cultural polit5ics and empowering of people.  They identify the need to use personal experiences and background information as a means of guiding students to relate to their culture and to reject ideals that relate to mass educational concepts.  They promote the idea of using cultural concepts to encourage students to challenge their beliefs and gain knowledge through understanding boundaries placed by personal experience.  The purpose is to create an understanding/appreciation of a social memory in which influences of social order are taken into account thus creating an environment full of potentials and new possibilities for the learner.

The role of the postmodernist teacher is to use the differences amongst their students in an ethically and politically transforming way.  Teachers are considered to hold roles that serve as cultural workers for their students.  They should encourage students to evaluate information and assist them in making informed arguments based on their own interpretation and judgments.

Research shows that schools today carry a larger burden than ever before in the socialization of children.  By understanding the responsibility associated with this burden, teachers and school officials are responsible for influencing their students on a daily basis.  Postmodernists believe school environments have a responsibility to make students aware of the beliefs and practices of society that are harmful, while helping them develop a means of understanding  as well as a means for changing crisis’s faced by them in society today.

Major Philosophers:

Michael Faucault (1926-1984) expressed that our understanding of knowledge and truth results in how people define and exercise power.  He detailed how people identify a crisis and then identify/create a means of dealing with such crisis.  He attributes political attitudes to those of the past and present as they are influenced by developments in society.

Jacques Derrida (1930 - ) is a strong supporter of critical theory.  He attributes growth to understanding of language.  He supports that idea that language comes before knowledge and that because words have multiple implementations and definitions; it is difficult to determine the exact meaning of any text.  The writer and reader although viewing the same material, may have completely different experiences and/or expectations based on their interpretation of the text.

Critics of the postmodern realm of thought argue that the educational recommendations are largely untested and that emphasis on differences amongst people could backfire and result in promoting a sense of separation of cultures rather than focusing on the healthy development of the positive human bonds.  Not only would implicating a new curricula be difficult, the task of the teacher required to guide students towards empowerment would be a difficult job for the average teacher and would require a person of great strength and understanding of cultural and political differences to successfully guide students on their path of understanding.

I find myself at a struggle with the postmodernism style of education.  For me, it is the heart versus the mind struggle.  In my heart, I agree with a great deal of the ideals that the postmodernists are struggling to bring into light in the educational and political avenues.  I do think that it is important to remember that people come from different cultural needs and backgrounds and that those differences represent the entire person.  Teaching in a predominately minority school setting with children ranging from 3 years to 8 years of age, I can see the difficulties faced by many of those children relating to the “educational language” as opposed to the “social language” they have from their home lives.  The struggle to teach language (even simple verb tense) to children who speak one way at home and then are expected to relate using a “proper” language in school is evident in their early writings and their understandings as they relate to all subjects. The struggle for me comes when I relate what I see with the realities associated with life.  In my mind, I know that in order for a child to succeed in an academic setting (especially the ones we are faced with today), it is imperative that we empower them with the understanding of acceptable social language.  That can be seen even with this class, in which we are required to write an end of the term research paper in APA style.  Life has requirements that must be socially (or at least academically acceptable by “those” who deem it necessary).  I do think that perhaps teaching an understanding of acceptance for differences should take place on a higher grade level – and that teachers should be taught an understanding of the differences our children face in relating to two separate styles of academics – the home/culture versus the school/work force. 

Pragmatism incorporates viewing life experiences and a changing world to seek out the means for success through eliminating areas that do not work.  It supports the idea that through communication and the learner taking an active role in his education, knowledge is a gained.

Through inductive reasoning and experience, the relationships between science and culture are developed.  The importance of the human relationship and understanding of experiences is given top priority.

The educational aims of this philosophy are that education is seen as the necessity of life that must include the provision for opportunity for growth by developing an understanding of reality based on personal experiences as they relate to growth of the individual.

The educational methods support an environment in which students take an active role in their education, identify concepts as they relate to society, and propose an atmosphere in which students take responsibility towards development of ideas.

The curriculum is designed to allow students to develop concrete ideas from general interests.  This aspect allows for exploring a basic concept in a means to identify with specifics related personally through experiences.  It fosters independent habits of thought and growth through development of ideas as they relate to society and changes in society.

The role of the teacher is to create an environment in which learning will occur while students are examining and exploring their interests.  The teacher must serve as a guide to help students find the connection of their experiences to the subject area being taught and/or explored.  Teachers must be knowledgeable and able to assist students in developing their ideas while guiding them to relate their information to find answers.  Teachers must understand that although students are motivated to learn naturally, not all students are developmentally at the same level; therefore, the teacher must be resourceful in aiming their lessons towards the interest and needs of their individual students.

Pragmatics used a scientific method of approach.  The main focus is holistic in that knowledge should be interrelated and cross disciplined.  Instruction is grouped into units such as Language Arts and Humanities.  The pragmatics believed that the methods of learning through questioning, research and testing are as important as the actual material that is learned.  It is a project, active centered approach as opposed to a passive, drill based education.

The major philosophers of this era include:

Francis Bacon (1561-1626):  He used inductive reasoning as a means of exploring problems faced in everyday life.  The thinking process with regard to consequences of thought, were his main emphasis of study.

George Herbert Mead:  He applied the use of inductive reasoning on the social aspects of a child’s development.  He felt that if a child was a social being and the influence of learning came through socialization.

William James (1842-1910):  His perception of the pragmatic theory concentrated on the moral and religious questions as well as the consequences of actions based on those principles.  He rejected ideas based on past assumptions and developed his ideas based on the learner’s personal experiences of a belief.

John Locke (1632-1704):  He rejected Plato’s ideas that ideas are innate and believed that through sensation and reflection of experiences learners gained knowledge.  He proposed that humans are born with a blank slate and the mind is imprinted through life experiences and the perception of those experiences.

Jean –Jacques Rouseau (1712-1778):  He focused on the relationship of education and politics as they related to the environment and nature. He maintained that art and science in its present form was harmful because it led us away from nature.  He supported only the aspects of civilization that were not corrupting to natural life.  He argued that individuals are basically good but are corrupted by the dependence on developments of civilization.  He is credited most for his contributions to the nature of child development. 

Charles Sanders Peirce (1839-1914):  He maintained that what is known about objective reality resides in the idea one has of any given object and believed people should remain sensitive to consequences of how they conceive ideas.  He stressed that because the mind was different from material realities, people needed to take caution in their ideas towards any given idea or concept because the meaning applied to an object results in the consequences placed on that object.  He supported testing of ideas and actual experiences as a means of gathering knowledge.

Auguste Comte (1798-1857):  Comte wasn’t a pragmatist, however, he helped influence the development of this philosophy through his efforts in applying scientific thought to society.  His social theories and beliefs became an important influence of modern day sociology.

Charles Darwin (189-1882):  He is most noted for his standpoint of scientific beliefs.  His beliefs challenged religious communities by relating the natural process of elimination and survival as the means of human existence rather than the biblical creation theory.

John Dewey (1859-1952):  Dewey believed that genuine experience is the result of accepting that experience can not be separated from nature and that the methods one uses as a form of discovery are more important than the final result.  He strongly supported the movement towards social accountability and actions through communication as a means of educational growth.  Because moral rules and responsibilities were the grounds for social growth, the school environment was responsible for providing an education that shaped students judgments in critical and creative thinking.  In his work “Democracy and Education”, he wrote of the demands necessary to promote communication as a key to insure the growth and development of society.  He related the importance of experiences of social life as a means of permanent existences and noted that although learning occurs in every facet of life, there is a genuine difference in the education gathered from everyday cultural life and the deliberate educating of the young as a means to support growth of a complex society.

Critics of pragmatism argue that the pragmatist philosophy of education tends to water down the curriculum by allowing students interests to shape their course of study and not attuning to the basic educational disciplines they need.  They further charge that pragmatics tend to encourage a status quo outlook of society and reject traditional values in support of values that lack specificity and are therefore difficult to apply.  Another area of concern is that the type of person needed to fulfill the job of teacher needs to be highly qualified in a large number of areas.   In general, educators of such high regard are usually not drawn to teaching because of the financial limitations set forth by society with regards to professional educators.

As I read and discovered the pragmatism philosophy, I found myself reflecting on many of my own teaching ideals.  I do believe that in some form, this philosophy is important in a school setting.   I appreciate the concept of allowing students to explore and to find answers that are tied to personal experiences therefore making them “real” to the student.  That said, I am not a proponent for this philosophy in all aspects of education.  I can see where this would be highly successful in an advanced or gifted class in which the teacher used a project or rubric accountability based lesson to enhance their learning environment.  I do not see where this would be highly successful with the struggling student.  I find that the more we read and research the philosophies the more confused I become as to defining my own philosophical belief.  Perhaps the greatest aspect of being a teacher is the freedom to realize that any philosophy, that addresses the needs of the students being taught, should be the style used in the classroom. 

Progressivism_Slavinsky

What was the Progressive movement and how did it change American Education?

     Progressivism came into light around the end of the 19^th century.  Its basis was formed on the need for a change from the status quo as a result of problems associated with urbanization and industrialization.  As the ideas were developed and gaining popularity, change was evidenced through changes in politics, culture, social services and education.

      On the political facet, challenges to the status quo on issues such as women’s right to vote, workplace ethics, and class distinctions were brought to the focus by reformers such as Jacob Riis, Sinclair Lewis, and Jane Addams. [1]  The movements and changes in the political and cultural realm served as the backdrop for the progressivism movement in education. The need to reevaluate the quality of life for children was a main focus of this movement.  Efforts were made to increase awareness of issues and thus better the environment associated with health care and nutrition, providing standards and limits on child labor, making education available for all students thus overall improving the quality of life for children.

John Dewey is credited with being one of the strongest influences of the educational Progressivism era.  He believed that the main focus of schools should be child centered and not school centered.  He felt that the trend of an authoritarian, formal school environment in which the emphasis was on classroom control, management, obedience to authority and a strict structured curriculum that concentrated on memorization and rote skills lead to a failure to create a vibrant democracy. Dewey supported an education in which children were encouraged to grow through their natural and curious tendencies which would produce an educational arena conducive to growth for all students. The focus of the progressive movement was such that students were encouraged to be expressive, independent thinkers and creative in their expressions.  This style was a sharp contrast from the educational values held prior to the early 1900’s, where chosen students were taught in a lecture based atmosphere and the existence of interaction between the teacher and student on academic sharing was non-existent.[2]   

His idea supported the concept that many contributing factors represented the true student.  He focused on a school in which a child’s intellectual, imaginative, emotional, social, physical and moral being was taken into account with much emphasis on the collaboration of the many needs of the child. Proponents of the progressive movement felt that school should resemble that of a laboratory in which the child’s education was proactive and that their learning should be a result of their doing.  The premise behind this was that a child who performs the tasks required for learning will remember the learning.  This style encouraged teachers to use creative and manual arts in the curriculum and allow for experimentation of ideas and independent thinking.[3] 

      Dewey believed that experience and education relate to democracy and social growth.  He started his own laboratory school and tested his theories in a practical setting.  He supported the ideas that students who want to learn and who are encouraged to use critical thinking would become active members of society.  Through progressive education the roles of society are defined through the responsibilities of both the teacher and the students.  The goal to align both society and education is one that must look at the individuality of each student and address their needs appropriately. 

      It is important to note that the goal of progressive education is not to eliminate traditional learning.  Dewey advocated for education based from personal experiences, however, he didn’t contend for all traditional education to be non existent.  [NBA1] He related the troubles presented in the educational setting to those that exist due to lack of social and moral knowledge.  He encouraged the teaching of basics (i.e. science), however, he challenged that students should be taught using a progressive approach in which the subject material was taught as it existed; using real-life, exploration and discovery methods where answers are deemed through experimentation and facts are gathered through experience.[4]

The progressives supported the idea that education must be a continuous growth of experiences based on living and activities that are directed by the child.  They focused on the idea that all levels of education; social, academic, and moral, were incorporated to enhance the educational needs of the student.  In order for the program to be successful, the educator must be aware that children learn best in instances that allow them to have a vital interest in their learning.  It is very crucial that the educators have an understanding that all learners have individual needs and differences.  Fostering a classroom in which students are encouraged to take chances and to develop a sense of being through doing takes a dedicated and unique teacher that is able to recognize the need for traditional knowledge; yet, is willing to work with the students to acquire those skills in a meaningful manner that will translate into real life understandings.[5]

In the 1930’s, during the Great Depression, the Progressive Movement had its reign of glory.  Like all theories, critics appeared and argued that the lack of a basic concrete skills foundation and a relaxed attitude towards discipline would be the downfall of society as the result would be the creation of an educational system that supported the corruption of the minds of the young.  Attacks on progressive education continued through the cold war years during the 1940’s and 1950’s as critics argued that the increase of juvenile delinquency was related to the relaxed discipline issues in the school settings.  By the late 1950’s the movement towards a progressive classroom had begun to lose some of its influence in schools and many systems reverted back to the skill and drill bases of earlier times.  However, the general concept introduced through the progressive movement still remains in form in many of the classrooms even today.  By challenging old traditional practices and by sparking an interest in students and teachers, education has grown to include areas in which the special interests and needs of students are addressed. The child centered curriculum that emerged as a result of this era is seen everyday throughout classrooms in the form of hands on science labs, computer labs, projects and critical thinking opportunities.

When I first began researching this movement, I found myself eager to read many different opinions of the influence of the Progressive movement in education.  I learned that the influence of the Romantic era and the writings of Jean-Jacques Rousseau provided a stepping stone for some of the views of children and schooling linked to this philosophy.[6]  I found it interesting to read the various viewpoints of authors as they described their interpretation of the movement and its influence on modern education.  The concept that remained evident, both from the critic’s point of view and the proponents for the progressive movement, was the idea that the influence of the political changes of the time demanded a change in the school environment.[NBA2]   I find that I support many of the ideals set forth by the progressive movement.  I do believe in that as a teacher you cannot rely exclusively on any standard set of requirements, such as only lecture or memorization of facts.  I also am realist enough to realize that the basic skills in reading, spelling and math do warrant the use of some memorization and/or drill factors for some students.  Perhaps the best guide to use is once again, look at the situation, define the need and supply what is needed at the time for that particular group of students.

Sharon,

Well done.  Progressive influence endures in our classrooms – which truly are the most common meeting point between governmental bureaucracy and any society.   How we educate our children and much of the belief system they will accept is delivered through our schools.  Progressives believe this should be determined by a democratic society.

Grade A

Nan

Realism – Sharon Slavinsky

Realism like idealism can be dated as early as ancient Greece.  The many variations of realistic opinion lead to diverse interpretations of the philosophy based on religious, classical, modern and even contemporary realms of thought.  Perhaps the most reliable concept for a realist is that knowledge and value exist independently of the human mind[NA1] .  That is not to say that realists are strictly concerned with the materialist world, but that the idea behind realism supports an environment in which material items hold an important place in the idea of reality.  The focus of realism is teaching the essentials such as reading, writing and arithmetic.  The realist approach is one in which technological advancement, scientific knowledge and technical skills are key targets.  Teachers of the realistic nature serve as the center of the educational experience, in which they show competency of subject material, have accountability factors and stress performance based teaching[NA2] .  The role of the teacher stresses the importance of students learning about the world as a means of using knowledge to reach their goals.

One of the earliest proponents of realism was through classical traditions as supported by Aristotle.  He held that although ideas needed to be developed and discussed, it was the study of the matter that would support or disprove the ideas themselves.  He believed in the “forms” (aka ideas) such as God could exist without actual matter; but that matter could not exist without forms.  Simply put – the case of a tree, it differs from all others in some form.  No two trees are exactly the same, thus people could talk about the individual tree and represent it by descriptions of its physical attributes; yet the tree shares common properties with other trees --- thus creating a universal sense of “treeness” with all others[NA3] .   Aristotle agreed with Plato that form remains constant and that the matter itself is what is changing.  For Aristotle, matter had a greater purpose than merely existing; it’s potential for what it could become was the motivating force behind the means of change (i.e. a sapling becoming a tree).  He believed a Golden Mean in which he didn’t support the extremes of rational life; instead he focused on a balance between the extremes in which the body and mind would work best.

Realists are organizers.  The key for success for a realist is found through using an approach in which logical processes [NA4] are used to examine human nature.  The key concept being that knowledge is power.  The basic approach to knowledge comes in the form of scientific evaluation and being able to verify facts.  This can be achieved through various means, one being the secular approach which leads itself to examining ideas by actually deriving truths from generalizations.  However, realism is not a cut and dry approach supported by only one mean.  Realism has a vast range of thought.   Another approach is the scientific approach in which specifics are used to set the basis for generalizations.

Realists such as Thomas Aquinas sought to find answers with a religious tone.  For him, the realistic view was that humanity was a combination of body and soul – thus, matter and the mind.  He taught based on the Christian tenets and stressed that as Christians our highest good would come through emphasizing our senses in which to obtain knowledge.  He believed in God, and that God created matter out of nothing, thus he supported Aristotle’s believe of an “Unmoved Mover” who gave meaning to life and the universe.  He believed that one of the greatest gifts of man was in fact the given ability to think and therefore reason to seek out truth.  He supported the idea that education was the responsibility of the family and the church first and foremost.  The organized educational responsibility of the state was a week third.

Following the religious era of realism the development of a modern realism was born.  This resulted from the failure of the classical movement to support the importance of inductive thinking.  Francis Bacon was a philosopher who challenged Aristotle’s belief of logic.  He claimed that Aristotle’s movement was in essence creating a lethargic society through their theological methods of thought.  He believed that in order to find success in thinking one must first be concerned with a means to inquire into science.  He felt that inquires need not be biased by preconceived notions that limited humans from reaching the ultimate goal in which knowledge is power.  The scientific approach to realism uncovered many concepts taken for granted and thus created a highly debated area for realism.  Bacon agreed with previous philosophers that data needed to be collected. However, he differed in that such data was not merely cataloged and left.  He examined the particulars and discarded ideas that could not be proven.  For him, the concept of true realism was enabling humans to have a greater control over their world by “unlocking the secrets of nature”.

John Locke continued to work in a modern realist realm when he signified that all knowledge could be derived through reflection and sensation.  He distrusted abstract idealisms and instead reasoned that the mind could conceive an idea and therefore use its experiences to reflect on the meaning.  His main field of practice resulted from human experiences and basic human knowledge.  He focused on practical ideas such as laziness, rewards, conduct and punishments.  His ideas leaned towards an education for more elitist crowd.

Lastly the contemporary realism was born.  This movement concentrates mostly with science and the scientific problems of a philosophical nature.  Alfred North Whitehead and Bertrand Russell were two of the founding fathers of this style of realism.  Although both men had a great deal in common, their views separated in philosophical directions.  Whitehead followed a Platonic approach in his search for universal patterns by concentrating on the processes in which reality exists.  He didn’t support extremes in either direction resulting in one area that would be prejudiced.  Instead, he believed in a balance of objective reality and the subjective mind in which neither were truly separated.  His was a more open ended approach in which events had to be viewed as a process in which experience held value [NA5] and warned against beliefs of acceptance of ideas based simply on their previous use.

Bertrand Russell, although a controversial figure for his political ideas, is considered one of the best minds of the twentieth century.  Russell agreed to some degree with Whitehead, on the basis that the universe is characterized by patterns.  However, for Russell it is the study of these patterns that lead to his work and need to verify and analyze them mathematically.  He held that the realist view should be based on the mathematical principal that detailed, verifiable patterns exist.  He thought of education as a key to a better existence and that people should use existing knowledge and tested means to rectify problems that exist in society such as poverty.

Hilary Putnam defines his method of realism as “internal realism”.  For him the reality of an object exists and is not created through specific “language” or “the mind”, however, the same object can be defined through the use of language.  His is a more conceptual look at reality in which people’s notions depend on the situation and what they mean by the words they choose to describe an object or idea.  His philosophical approach is closer to the pragmatism outlook; however, he still identifies himself with the realist philosophy.

Finally, supporting a traditional realist view is John Searle.  He accepts that a great responsibility of realism lies in the area of social reality[NA6] .  His work involves examining such areas as marriage, money, government and even universities and how they exist socially in a world made of physical particles and fields of force.  He concentrates on the mode of the biological and physical consciousness of a person being intertwined and thus resulting in no separation of body and mind.  Language is essential to his representation as it is how humans constitute their beliefs and explain the untouchable realities of feelings and thoughts.

Critics of the realist philosophy site such areas as realism is a materialistic, with a major thrust toward technological advancements.  In some countries the realistic approach has been used to support totalitarian regimes that seek to obtain controlling authority of religious and economical views.  Some critics complain that with the major focus of realism supporting such areas as scientific approach and fact based assessments, that the areas of social needs are overlooked or underprivileged.  Realists tend to concentrate on the importance of students measuring up to standards rather than individualization[NA7] .  The advancement or support of studies in the arts and sciences are concentrated on the upper core of students with the support for technical or vocational training being the concentration for the less capable students.

I find that the deeper we dwell into the philosophies of education, the more doubts I have of my personal philosophical view.  So far with idealism and realism I can see the positive aspects both philosophies could have in a classroom and have used elements of both throughout my teaching career.  I find that as changes in society arises the correlation of expectations and the accountability of teaching tends to change drastically.  [NA8] For now with NCLB and pressure on students to meet the average (above average) expectations set forth with such testing measures as ILEAP and LEAP testing, that the realist philosophy has a great pull for many teachers.  The push for technology and the desire to create a society of technologically suave individuals is definitely in my realm of beliefs, however, I do not find that controlling the situation completely, and/or separating students by not looking at them based on their individual needs creates a situation in which realism loses too many students who may have worked to a higher potential if led by a different approach.  I fear that in a pure realistic setting we may essentially be responsible for throwing the baby out with the bathwater[NA9] .

Sharon,

As usually, your presentation of the information along with your personal reaction to the philosophy are engaging and well considered.

Outstanding job – I hope you are enjoying this process.

Grade A+

Nan

Reconstructionist_Slavinsky

The general beliefs of this philosophy deal with society and the need for change in society.  Due to the fact that changes occur regularly throughout our life, Reconstructionists believe that social change must also follow with the patterns of life change.  It is not merely acceptable to continue on the same educational path that our forefathers carried and expect for our future to exist in the same manner.  The expectations set forth today are based on the past experiences we as a society have accepted, for the Reconstructionists, they feel that the success of the future depends on the anticipation and planning for the improvements of the future.

To understand the beliefs of the Reconstructionists view, one has to be willing to want to look for change that would result in a better way of life.  It is this attitude that many view as the purpose for this philosophy.  Ideas and values that were once acceptable tend now to hinder the growth of society and not take into account the changes that occur daily.  With wars on terrorism, violence and the makeup of the non traditional family being part of our existence today, the Reconstructionists advocate that we revamp the issues being taught in school to take into account the necessary actions that we are required to face in order to improve the general quality of life.

By emphasizing with the need for change and by directing their understanding in the fact that goals are meant to be changed, it is seen that social change and social action are the areas that are the main concern to those involved in the Reconstructionist philosophy.  Change is best represented by the process of moving from an area of concern to areas of a more desirable condition.  Reconstructionists feel that those responsible for the change should be serving as agents for their own changes, thus creating an atmosphere in which the world around them is changed.  To do this one must look closely at the educational goals set forth for our students.  It is held with high regard that students should be advocates for social positions and that they should be given a real life arena in which to test and grow in their beliefs and ideals.  It is the aim of these educators to create a mass of students that are intellectually understanding of their own education, world and society by allowing them to serve as an active member in each instance.

The methods used today in most classrooms are considered to be dated and ineffective by most that support this philosophy.  They hold that in the traditional classroom methods are used to reinforce stale and traditional concepts that tend to support upholding the status quo.  The teacher serves as an agent for the passage of knowledge to the students through direct instruction and without regard to current events or social changes.  This model of teaching tends to create a circumstance of education in which the values and ideals of the teacher are continuously taught and passed on to students without challenging or questioning new materials or ideas that may exist in the current mood of the world or society.  Teachers today seem to be content with serving as the leader in the classroom and the presenter of organized thought.  Students are not encouraged to openly attack and or explore areas of concern in their environment.  Reconstructions want to see a change in the way that education is presented in the classroom.  They feel that students should be taking a more active role in their education.  Educational goals should coexist with the changes occurring in society and students should be given the opportunity to work in real life situations to discover answers that will promote social growth and understanding.

 The curriculum set forth by the reconstuctionist enforcers would be one in which there was an emphasis on truth, justice and fellowship.  A project based, research approach should be taken and students should be given a great opportunity to work outside of the traditional classroom setting.  Although some change has been prevalent in recent years, such as the support of multicultural education, some challenge that although the objectives set forth in providing for a multicultural education are a step in the right direction, often the actual curricula tends to be somewhat limited and in essence tends to be more of a study of the history of different cultures rather than an understanding of the needs of all cultures.   To elevate this problem, students should be oriented to other cultures by allowing students to study language, literature and problem solving methods used by other cultures. 

The role of a reconstuctionist teacher would be that of a social activist.  Education provides an opportunity for the teacher to challenge the students to explore their beliefs by researching and developing opinions based on actual knowledge.  The teacher would serve as a guide for students and a role model by being actively involved in social organizations and/or politics and reinforce the student’s desire to problem solve general issues by taking a stance either for or against a certain issue.  Teachers would have to be strong in their beliefs yet flexible in their methods to ensure that student’s views were respected and supported while they proved their prospective points.  Another aspect that is high on the list of demands for a Reconstructionist teacher would be the ability to stand firm on their beliefs of education and to not take a passive stance in fear of change.  They would have to stay current on society and the events of the world in order to enhance student learning and to create an environment of growth for students.  Teachers should use schools as a place to create thinkers for the future, such that they can work to change the world for the betterment of others.  The educator should facilitate ways to make the world a better place and create an educational situation that would allow for opportunities for students to serve as apprentice in areas involving working with political leaders and decision makers.  The goals set forth in the classroom should include ways in which students are encouraged to make the world more democratic and unified.

The primary struggle seen by most that support this philosophy tends to be in the manner in which people tend to disagree on change in society.  Some wish to preserve society as it is, while others want change that would work to create a better environment for those living in society.   Many political services are supporters for change in society such as The Society for Educational Reconstruction (SER).  The SER believe that outdated and inadequate methods are being served to students in schools today and that the key for creating a better future is to bring to issue those areas in which humans have grown beyond the past and support the technological advancements of modern times.   The National Education Association has taken a proactive approach to educating teachers on the dangers of nuclear war.  Materials are available for teachers to use in their classroom as a means of informing students of the dangers of being ignorant of such issues as nuclear war.  Greenpeace International serves as an educational and activist for issues such as protecting whales and opposition to drilling for oil in fragile wilderness areas.  From Plato to Skinner, it is often sited that education is the key to success for social change.  When education is viewed as a tool for reform, it is easy to see how the importance of using the school system to shape the future through the minds of the young, tend to be the battle ground for many arguments and the rate in which change occurs very slowly.  Reconstructionism owes a great deal of its basis to the Pragmatic theory.  Although some of the general issues that Dewey supported through Pragmatism differ from that of the Reconstruction’s philosophy, the basic premise of society being at the heart of education tends to stand strong in both philosophies.

The Major Philosophers of this era included:

George S. Counts (1889-1974)

He proposed the idea that teachers should take on the job of being social reformers.    He understood that although education was used as a means to introduce cultural traditions, it lacked in the fact that it didn’t allot for the effects of the industrial and technological changes in society and he envisioned education being used as a means to establish the new cultural patterns and thus doing away with social evils that exist.  He thought that schools had a responsibility to introduce the possibilities that students would face in the future and not to promote only one reform.

Theodore Brameld (1904-1987)

 He viewed reconstructionism as a crisis philosophy between education and culture.  He felt that people were at a cross roads between destruction and salvation.  Although he believed in which direction people should move, he wasn’t certain that they would follow the correct path.  His view on philosophy incorporated the values, ends and purposes of humanity.  He felt that the choices people were faced with created a state of mass confusion and contradictions that had to be defined in order for them to accomplish their goals.  One choice leads to the greater good while the other to total destruction.  He felt that one must have a clear set of goals for survival and that unity amongst people was necessary for a peaceful existence in the world.  He supported the need for a democratic value and believed that through education these concepts were possible.

Karl Marx

Believed that education could be used to control through subservience and docility.  He believed that if the school environment were controlled by the ruling class then they could control students through rules and regulations, censoring of materials and thus create a society that could be controlled.

Plato

He supported the idea for a future state in which education would be supported through sharing of ideas with the ultimate goal being a better society.  He proposed radical changes and envisioned an era in which humans would live as friends.

Alvin Toffler

Coined the term “future shock”.  He believed that a great deal of the stress in today’s world could be controlled with preparation for the future through concentration of futuristic models in the educational setting.  He encouraged schools to look beyond the past and explore the true realities of today by accepting the necessities of technology in our lives and the need to think beyond old practices and explore the possibilities of the future.

James Herndon

He supported the idea that out of date lessons should be retired and that lessons should be added to the curriculum for the student of today.  He noted that penmanship was still considered to be a necessary lesson, however, keyboarding was not taught.  He challenged school boards to rethink their demands on the curriculum in order to promote changes necessary to be successful in the modern society.

Critics of reconstructionism in education warn that to ignore the past would be to open the door for a repeat performance.  They feel that students need to be aware of the problems of the world; however, history should hold an important part of education.  Often in the strong desire to see change developed, many reconstructionists tend to create a great deal of debate and talk of an issue with little results actually being seen.  This tendency to suggest radical changes without the support of the majority of the population is perhaps why the pragmatic approach was more acceptable than that of the reconstructionists.  It is argued that it is highly unlikely that teachers would ever have the total power necessary to completely revamp the curriculum – nor is it likely that the majority of teachers would be willing to take the added responsibility of attaching their reputations on highly radical ideas.  Although the vision of creating a world with shared social and human values is a wonderful concept, with the time constraints and responsibilities placed on teachers to meet the expectations of their schools and school boards,  it is unlikely that long term drastic change will occur anytime soon in the school setting.

To live in a perfect world – what a noble thought.  To be able have a classroom in which students could apprentice with some of the top political leaders in our society and to know that the “powers that be” are supportive of every move the teachers deems necessary to create an environment of positive learning while creating the future leaders of tomorrow would be a dream come true.  However, it leads me to begin the “what if” questions… as in “What if students were able to attack all the social issues that face them in society as a young teenager, will we be creating a stronger mind for the future? OR will we be taking away some more of the innocence of childhood?”  I found myself reading this chapter thinking “Yeah...what a great concept – that would work – if only….”, but it was the “if onlys” that concern me the most.  I find that yes, we do live in a society in which there are many issues that are dangerous and desperate; however, I don’t think that adding the responsibility of adult decisions on our children is the answer.  I do agree that children need to be taught to think critically and to problem solve; these issues I agree with wholeheartedly, however, I don’t wish to see my child having to deal with the issues of Katrina or September 11^th in elementary school.  I know that is not exactly the mindset of the reconstructionists, however, it leads me to think when will enough be enough?  I support their idea that we do need to rethink some of the classes taught and that skills such as keyboarding, technology and multicultural education have very important places in the school settings.  I think that being a positive role model is also very important for students.  I do find it funny that we can’t hardly say “in God we trust” in schools without an issue – yet, we find ourselves reading of situations which suggestions are made that teachers take on a more active political role for students to witness.  I’m thinking that for me, the radical mindset of reconstructionism philosophy is interesting to read about but that I probably wouldn’t be a strong supporter – at least not in the sense that would deem me a true reconstuctionist.

Sharon,

Reconstructivists have, as their focus, social change.  The ideas of service learning and social activism are central to their belief.  It is true that society always has some aspect that needs to be improved or changed. One real consideration is who or what decides what is and is not positive social change.  Who sets the agenda?

The most effective Reconstructivist to date has been Adolf Hitler.  He used the schools and other institutions of society to create his vision of the Perfect Arian race.  It gives one pause and begs the question – WHAT is the real agenda?

Grade A

Nan

A Study of the instructional methods used to increase the use of Promethean

Boards in the Elementary classroom

Sharon Slavinsky

Etec 660

Fall 2007

Southeastern Louisiana University

Chapter 1:  Introduction

            Promethean boards have become common place in many K-12 classrooms.  Without providing teachers with proper training and support, these wonderful resources are not being utilized to their potential.  The purpose of this study is to identify the style of faculty development most preferred by teachers to increase the use of the Promethean Board in the classroom.  The teachers at Bayou Woods Elementary will be given the opportunity to experience various types of professional development ranging from Blackboard discussions and tutorials, workshops and one on one sessions to increase their knowledge of the Promethean Board and how to acclimate it into their everyday classroom lessons.  Data will be collected from teacher surveys, sign in sheets from workshops and requests for individual assistance in the classroom, as well as documentation of their discussions on blackboard and their participation in hands on sessions.  The results gathered from the data will help describe which style of professional development is most beneficial for the teachers in supporting their usage of the Promethean boards.

Research Question:  Which professional development strategy is more effective for each stage of teacher development for teachers learning to use Promethean boards in the K-3 classroom – Blackboard, workshops and one on one instruction?

Leadership Role

            The purpose of this study is identifying which style of professional development will increase the use of technology via the Promethean board in the elementary classroom.  As the Technology Facilitator at Bayou Woods, I will provide opportunities for professional development and provide technical support as well as academic support for the teachers.  I will monitor their usage of Blackboard, workshops and one on one sessions and will make myself available to accommodate their needs as issues arise throughout the semester.

School Description

            Bayou Woods Elementary (BWE) school is one of the largest elementary schools in St. Tammany Parish.  It is a suburban area school that is located on the east side of St. Tammany Parish off Highway 190 on

            The school is on approximately 30 acres and consists of one main building with 6 wings as well as a modular building and a village of portables.  The administrative offices, library, gym, music, speech, art, technology office, teacher resource, kindergarten, 1^st, 2^nd, reduced numbers, and resource rooms are located in the main building.  The Village portables consist of a unified group of teachers who practice inclusion on a daily basis for pre kindergarten and kindergarten students.  The modular building houses our 3^rd grade and 3^rd grade resource rooms.  Our campus also supports 3 parish maintenance buildings.  We have a shared recreational area for grades K-3 that consists of swings, slides, climbing apparatuses and benches for relaxation.  There is a separate fenced area for our early intervention students equipped with age appropriate materials for the smaller students.  There is a 3^rd play area that has a covered breezeway and a grassy area for student enjoyment. 

            There is limited parking available at our school and although there are 3 separate parking areas, each are clearly marked as faculty and staff.  There are approximately 8 visitor parking spots on campus.

Teacher Needs

            Teachers at Bayou Woods are an active part of the technology team.  In order to keep up with the ever changing times and requirements set forth by our parish, our teachers are in need of support and guidance in the use of technologies that are being placed in their classrooms.  Each teacher at BWE has been given a technology rich classroom that includes at least 5 personal computers, a digital projector, a document reader, a Promethean board, laser printer and digital camera.  The technology program has greatly enhanced many of our teaching practices at BWE.  However, not every classroom teacher is actively using (or UNDERSTANDING) the software/hardware available in their everyday lessons.  Teacher support through professional development is needed to provide an avenue in which learning of new technologies – specifically, the Promethean Board – can occur.  Experimentation with new equipment in a non threatening environment is a must to enhance the use of new technologies in the classroom.  As all of our teachers are at different developmental levels of technology understanding it is imperative that various styles of lessons be provided to encourage the use and understanding of the equipment and the benefits for using the equipment in the classroom.

School Goal

            It is our goal at BWE to increase the understanding and use of the available technologies and software in the classrooms, including the Activision software for the Promethean board, to enhance everyday lessons.

School Ecology and School Climate

            As with any thing different or new presented at a school level – we have had our share of negative attitudes – however, with the constant support and determination of both the technology facilitator and administration – we continue to face the new challenges and create an atmosphere for success.  From my point of view, I can’t stress enough how important it is to have the support of the administration.  We have been very fortunate that our school really believes in the technology program and is not afraid to spend money to guarantee that our teachers have what they need and or want to be successful.  However, the teachers in the classroom are frustrated and are not willing to actively pursue knowledge of another technology.   They are bitter towards the technology program and often blame their lack of time on the amount of equipment in their classrooms.  By offering various styles of support and providing for the needs of the individual teacher, I am hoping to diminish the fears associated with and aggravation of, the Promethean board usage in the classroom.  It is my sincere hope that teachers will take ownership of their learning and I am willing to adapt the lessons based on their needs/wants or desires as it relates to interactive usage of the Promethean software in their classrooms.

Paradigm shift

            The truth of the matter is that teachers fear change and the unknown – not necessarily in that order.  By using an integrated professional development approach in which the instructor goes to the teacher’s classroom and assists in teaching the students in their own classroom, the fears associated with some of the unknowns are relieved simply by using the familiar classroom.  Through workshops and Blackboard discussion I hope to give the teachers a hands on opportunity to be successful using the Activision software all the while working to increase the use of the Promethean boards in the classroom. It is hypothesized that the teachers who use all three forms of professional development offered will be the most greatly impacted, and thus their usage of the Promethean board and reduction of fear/aggravation associated with such use will be the highest.

Risks

            The biggest risk that I face with this research is the fact that I am dealing with adults who have the freedom to NOT participate.  When working with colleagues it is always best to never assume anything.  I will plan the workshops, provide the surveys, monitor the Blackboard, offer availability to assist and then watch and gain insight as the following weeks unfold.

Home

Chapter 2:  Review of the Literature

In our interactive world, teachers from the pen and paper era are faced with the dilemma of how to reach students who are born in the age of computers, DVD’s, video games and an evolving digital world.   Students are no longer accustomed to pen and paper learning and their learning styles are changing as they develop into lifelong learners supported by their environmental world.  In the article, Integrating technology into the classroom: eight keys to success, J. and N. Bitner (2002) detail eight areas of consideration as they relate to the use of technology by teachers.  The areas titled Fear, Training, and Personal use, describe the attitudes of teachers towards technology in the initial introduction of technology.  Most adults tend to resist or fear change.  It is this fear of failure that leads to the resistance of teachers to try new technologies. 

Enter the world of interactive teaching.   Problems arise when teachers are being asked to use technology in their curriculum without the benefit of training and therefore are experiencing a fear of failure.  These problems are intensified when schools do not provide funding and opportunities to train teachers in the implementation of new technology as they relate to use in the classroom (D’Souza,2003). This is a common complaint when new technologies are entered into a class setting.  It is a proven fact that if teachers do not feel comfortable with technology they are less inclined to incorporate it into their plans (Jones,2001,p.35). 

Training for teachers must be provided as well as ongoing support.  The classroom teacher has many talents and diverse abilities, utilizing these shared areas of wealth can be very beneficial to introducing new concepts or ideas to the faculty (Hickley, 2005).    Teachers need to be encouraged to use familiar programs to build confidence and to be given the opportunity to experience new programs in a non threatening environment in which teaching and learning can occur.  Shared opportunities for collaboration between classroom teachers provide avenues for success.  Allowing for teacher centered professional development and designing workshops based on teacher requests and needs can play an essential role in encouraging growth and reform for the school (Kent, 2004).  By providing a positive climate with appropriate motivation and continued support, teachers can be guided towards a path of infusing technology into their curriculums.

Interactive whiteboards in the classroom offer opportunities for teachers to utilize whole – class teaching in a new realm.   Whiteboards, or Smartboards as they are often referred, are large dry erase type boards that are connected electronically to a digital projector and computer.  Using a software such as Activision (for the Promethean white board), teachers are able to use/create flipcharts which resemble interactive Powerpoints, that can be displayed on the large board.  The addition of interactive boards in the classroom allows for students to participate in their learning by manipulating the materials on the board (Harris, 2003).

Teachers can maximize their lessons through collaboration, shared resources and training to become familiar with the concepts of the interactive board while incorporating technology into their current lessons.   The research warns that these presentation tools are interactive and teachers must be willing to develop their lessons to allow for student interaction with the boards in order for successful implementation into the classroom.  It is important for teachers to remember that interactive boards are merely a presentation method for presenting materials, and as such they should be used to enhance their lessons (Bell, 2002).

As teachers become more comfortable using the technologies available to them, their beliefs about its role in the classroom will change.  Professional development opportunities via Blackboard, workshops and one on one interactive instruction to support and increase the understanding of the Promethean software and its use in the classroom are the main goals of this research project.  For many of our teachers, the fear of the unknown prevents them from using the technology tools in their classroom because they have no idea how to use them to effectively increase or enhance understanding in their lessons.   With dedication and support I hope to increase the use of the technologies that we have in our classrooms and as a result eliminate the fear factor associated with using the Promethean software for many of our teachers.

 Home

Chapter Three:  Methodology

Forms of Inquiry

            In our evolving digital world students are no longer accustomed to pen and paper learning and their learning styles are changing as they develop into lifelong learners supported by their environmental world, teachers are faced with a dilemma of how to actively involve this new generation of students.   The attitudes of teachers towards technologies and their fears associated with using new technologies, tends to result in a resistance toward change in the classroom.   It is a fear of failure that leads to the most resistance of teachers to try new technologies.  As I begin this action research project, teachers will be surveyed to examine their needs and plan professional development accordingly.  Several different surveys will be used to analyze the varying needs of administration, faculty, and staff members. These surveys will indicate what technological resources are already being used, what skills and resources are desired, and areas that need to be developed.  Planning of professional development activities will be a direct result of these surveys to measure effectiveness and teacher performance.

            The following surveys and rubrics will be administered to all teachers and will be used to identify the needs of the teachers and their skill and comfort levels with various forms of technologies to be used in the classroom.

1. Self-Evaluation Rubrics for Basic Teacher Computer Use

self rubric basic.doc

2. Self-Evaluation Rubrics for Advanced Teacher Computer Use

http://www.ed.gov/pubs/EdTechGuide/appc-7.html/

3. Technology Assessment for Teachers

            http://www.zoomerang.com/survey.zgi?p=WEB226L36MW4ZG

  Collaboration

            I will work collaboratively with the administration, LINCS facilitator and the faculty to offer professional development opportunities as needed and requested for support.

Sense of Community

            Through a series of interactions on both a personal and technical level, I hope to create a sense of communication between teachers.  By building a network of resources online as well as through personal sharing, teachers will be able to take ownership of their professional development paths by directing the areas in which training is offered.

Resources

            The resources available to me will be in the form of the classroom resources for each teacher.  Every teacher will have access to the internet, email, blackboard, as well as networked software.  Each will also have access to a Promethean board, digital projector, document camera, and digital camera within their classrooms.  During workshops, laptops will be provided as well as printers to enable teachers to have a hands on approach to learning during the sessions.

Measurement of Incremental Progress

            Pre and post assessment surveys will be given to the teachers.  Teachers will be asked to complete evaluations of workshops as well as input opinions on blackboard for sessions offered throughout the faculty development process.

Proposed Assessment Activities

            Classroom observations as well as teacher participation in workshops, discussion boards and through sign up sheets for individual sessions will be used to monitor and assess data.  Teachers will be given opportunities to share their opinions and to redirect the areas of instruction as necessary to promote success for their classrooms.

Plan of Action

            Teachers will be given the opportunity to participate in professional development opportunities via Blackboard, Workshops and One on one instruction.  The needs of the teacher, the benefits of each style of instruction and the increase of technology usage in the classroom will be documented via teacher surveys, sign in sheets and blackboard discussion logs.

Cites:

1 Bell,

2 Bitner, J., & Bitner, N. (2002). Integrating technology into the classroom: eight keys to success. Jl. of Technology and Teach Education, 10(1), 95-100.

3 D’Souza, Sabita M. (2003). Secondary students’ resistance toward incorporating computer technology into mathematics learning. Retrieved November 10, 2007 from http://findarticles.com/p/articiles/mi_qu3950/is_200310/ai_n9340697/ .

4 Harris, Michael. (2004) "What the Research Says About Interactive Whiteboards." Becta. 23 Apr. 2004.  Retrieved November 8, 2007 from Becta ICT Research Web Site: 8 Nov. 2007 http://publications.becta.org.uk/display.cfm?resID=25800

5 Hickey, Wesley D. (2003). Improved Professional Development Through Teacher Leadership. Retrieved November 8, 2007 from http://findarticles.com/p/articles/mi_qa4126/is_200501/ai_n13591362/

6 Jones, C.A. (2001). Tech support: preparing teachers to use technology.  Principal Leadership, 1(9), 35-39.

7 Kent, Andrea M. (2004). Improving Teacher Quality Through Professional Development. Retrieved November 8, 2007 from http://findarticles.com/p/articles/mi_qa3673/is_200404/ai_n9345204/ .

Other Resources:

1 Cuthell,

2 Cuthell,

Sharon Slavinsky

Educational Research Sites

*Excerps taken from individual sites are copyrighted and all rights remain the property of the listed sites.