This past December the Premier’s Technology Council (PTC) released A Vision for 21st Century Education. The document highlights what K-12 education in British Columbia should look like once the system is transformed to better serve the needs of 21st century learners and citizens. It’s divided into four main parts: a) Needs of a Knowledge-Based Society, b) Vision for 21st Century Education, c) How the System Should Function and d) Shifting Roles.
Over the past few months, I was formally involved in reviewing and contributing as an educator to this document. In addition, I participated in Ministry discussions on the role of technology in personal and professional learning, have had numerous conversations on learning and technology with a variety of stakeholders, and have worked to meaningfully embed technology into my classrooms, experiencing both successes and failures. However, on reforming education I have neither a short nor general case answer I can share. Like the province, I believe there are multiple paths to a better system, there is no one school of tomorrow, and that it is up to districts, schools and classrooms—the true experts—to determine their own nuances of how they will change.
One thing I can share though, drawing on all my experiences is this: effective classrooms, whether face-to-face, virtual or blended, are communities held together by a core.
Looking back on my career, I’m embarrassed to say I probably would have been hard pressed to articulate the core values, ideas and orienting frameworks I used at times to centre my classrooms. Today, however, although the opposite is true, I find demands within and beyond my classroom frequently work to distract me from the priorities we establish and the timelines we set as a class. Similarly, reflecting on my changing practice, more and more its seems some research is uncovered, or a tool is shared, or a subtlety in a student which was before me all along appears that I wish I had discovered earlier, and I’m humbled.
We teach in increasingly complex times. Neither good nor bad, this is simply the way it is. Technology, unlike ever before in the history of education, is changing teaching and learning, continuing to open people to content and people to people. Regardless, whether it is pushed or pulled into my room, either by me or someone else, intentioned or not, I’m open to it, adopting those technologies that most benefit my students provided they ground us, add to who we are, or contribute to the purposes we have agreed on and wish to accomplish as a community. In a sense, a key part of our jobs remains the same: teachers are the immune systems of our classrooms.
On the other hand, as I grow more sensitive to my shortcomings, I’m seeing them for what they are: a lack of synergy, and this is where the shifting roles component of the PCT’s vision speaks to me. Teachers must adapt, but I’m not so sure we need to change. We must continue to do what effective teachers have always done: coordinate every resource at our disposal in order to benefit our students, both individually and collectively, while developing the communities we serve.
William Eaton is an intermediate teacher at Similkameen Elementary Secondary School, presenter and part-time filmmaker. 