While listening to Arthur’s book I continue to make connections between the nature of technology and education reform. In one example, Arthur notes that a tricycle is less stable than a bicycle, but the bicycle is more maneuverable. Importantly, the bicycle is more difficult operate. Although there is increased difficulty, the payoff is increased maneuverability.
This analogy could be applied to the classroom environment as well. The more maneuverable and adaptable a learning environment the more expertise required to “pull it off”. That is, the more a teacher works to meet the individual needs of each student, seeks authentic learning, and expands the kinds of learning opportunities for students, the more difficult the teachers’ job becomes.
How might the above explain the lack of reform at the classroom level even though teachers in large part have lofty goals for students and know that rote memorization is not best practice? How can we help teachers gain the expertise necessary to handle the unstable bicycle of the more maneuverable classroom?