Tony Gurr

Posts Tagged ‘DSL’

Do our schools speak LEARNing as a “first” or a “second” language?

In Our Schools, Our Universities, Technology, The Paradigm Debate on 16/10/2011 at 11:12 am

In essense, this is a question that goes all the way back to the seminal paper (now over 15 years old) penned by Barr and Taggstill one of my favourite articles – EVER! And it has links to some other critical questions:

Are our schools, colleges and universities LEARNing institutions or TEACHing institutions?

Do our schools, colleges and universities “teach” STUDENTS or “teach” COURSES?

 

As well as some other more heavy-duty questions:

We could push the boat out a little further and ask:

Do our institutions HAVE a perspective on TEACHing or do they TAKE a TEACHing perspective?

Do our institutions HAVE a perspective on LEARNing or do they TAKE a LEARNing perspective?

Obviously, these are “huge” questions (far smarter women than I have been trying to address these over the years) – and certainly questions that can not be answered in a single blog-post (however “non-lazy” it may be – this time around)…

 

My interest in whether schools (and teachers) “speak”:

LEARNing as a First Language (LFL), or

LEARNing as a Second Language (LSL)

…really started when I was asked to lead a discussion on the “digital divide” at a conference in Antalya (around 6 months ago).

In that presentation I used a C-NET video that was really popular at the time (you have to click n’ view – Clementine is so “sweet”). More recently, another YOU-tube video (go on – click n’ view) has surfaced – a video that suggests that I might have been right (but I really do not want to be “that guy” – you know, the guy that says “I told you so” – na, nah, na, na, nah…)

 

The point I was trying to make in the session I led was that there is more than a word of truth in the claims that today’s kids really do “speak”:

DIGITAL as a First Language (DFL)… 

…while there are many of us (not just in the world of teaching) that “speak”: 

DIGITAL as a Second Language (DSL)…

I did note that all the chatter about digital “natives” and immigrants” is perhaps a bit overstated (you have to read the great paper written by Zur and Zur on this).

 

However, when we really take a look at today’s digital natives – it not only that they speak DFL that is important…they have become “bilingual” and speak both DFL and LSL.

Of course, there are those around that might dispute this claimand say human beings have been doing this for yearswithout the “tech”.

TRUE – but the point is that this type of technology is everywhere, it is getting easier to use and it can help us learn more faster than ever before! And, more importantly, kids are using more of it at “home” than they are at “school”…

Would we really have seen a baby getting “frustrated” that the pictures in her mommy’s glossy magazine can’t be “flipped” last year?

 

This bi-lingual, digitally-enabled “army” is getting ready to take the playgrounds of our schools by stormsooner than we all think (in fact, in some countries the invasion is well under way).

Don’t get me wrong – I’m not saying that we all have to mindlessly pull every bit of hardware we can get our hands on into our classrooms. I have said before…and I repeat:

It’s about the language, dummy!

 

The “grammar” and “lexis” used by those who speak LFL is very different to those who speak TEACHing as a First Language (TFL):

 

How many of our schools, colleges and universities have:

Taken a “students-eye-view” of what the world of LEARNing and TEACHing should look like in our institutions…

Reflected on the implications of this at the level of school leadership and culture…

Conducted the type of “cultural anthropology” and made the type of “appropriate adjustments” recommended by Zur and Zur.

Modified the way they “do the business” of curriculum and assessment planning (at a systemic, whole-school level)

Adapted their learning environments and classrooms to mirror these – hell, even bothered to modify how “timetables” are built…

Many institutions have…..

Many others are starting to get to grips with these challenges….

BUT “most” have not!

 

Sure, there are many schools and colleges that are talking about the impact of the 21st century transformative moment

…and battle lines are often drawn across the playground by those who have become very fluent in DSL and those who are still struggling to put a sentence together.

The problem with this is that it often creates another divide…and “fear“!

Does this really help us all out…seriously?

We often come across “tourists” who do not have a solid command of the language of the host-country they are visiting…trying to buy stuff in shops. Sometimes they struggle with the currency and can’t tell the $5 bill from the $50 bill. If they are lucky, they fall into the hands of a decent, honest shop-keeper or store assistant…if not, you know the rest!

In much the same way, hundreds of educational institutions have sought to “buy” themselves out of the problems being created by the so-called “digital divide” – and we are seeing that much of this expenditure just throws good money after bad.

 

The problem is…these institutions often have a very “thick accent“, get mixed up with “appropriate collocations” or drop a critical “helping verb” or two while they are chatting. However, for many of them – the REAL issues are their values, beliefs and assumptions about what works best…and what matters.

Far too many institutions have not explored many of the critical questions I noted at the very start of this little blog-post, they have not engaged their communities – and, they still believe in “silver bullet recipes” and “magic“.

 

We cannot hope to get to the place where we all TAKE a LEARNing perspective (or get fluent in another language) without asking a few questions…

 

Think this one needs a SEQUEL

…(or five)!

 

If you are interested in the two earlier posts, click n’go: 

 

 

Bridging the DIGITAL DIVIDE – starting with “ourselves”

In Technology, Uncategorized on 14/04/2011 at 6:28 pm

In the last post (a couple of days ago – you can see I have been busy), I asked you all to listen to “Two Tribes” from Frankie Goes To Hollywood

…and think about the…

OK, I was actually more interested in showing how today’s students are not simply focussed on “technology-for-technology’s-sake”but rather how technology is helping them evolve into a new form of “bi-lingual”.

These new bi-lingualsin addition to having their brains re-wired by the toys they play with – now speak both DFL (Digital as a First Language) and LFL (Learning as a First Language).

I also noted that most of us teachers (and the institutions we work for)while we may be more experienced in “allthingslife” – speak (more often than not)  DSL (Digital as a Second Language) and TFL (Teaching as a First Language).

It’s true that many of us are “tech-savvy” (just look at some of the great EduTech blogs out there these days) – but the bottom line is that our profession is dominated by technological minimalists, tourists and reluctant adopters.

Changing this situation is toughafterall, “digital immigrants” cannot be re-born as “digital natives” (well, at least not in this lifetime)…

The real challenge is that the BIGGEST difference between our two divided “tribes” is not our respective technology habits or attitudes towards the digital world – but our approach to LEARNing.

This challenge is tougherteachers cannot “unlearn” everything they know about how to “do business” in the classroom over night. In fact, would we want them to unlearn everything?

Of course, not.

What is clear, however, is that something has to change – and we have to tackle the growing divide between what Guy Claxton refers to as the “old 4Rs” and the “newer 4Rs”.

I also posed the question (from Zur and Zur):

What type of cultural anthropology and appropriate adjustments do we need to think about in education?

Many institutions (I think) recognise the importance of this process of “adaptation”. Many of our schools, colleges and universities all know (I hope) that this bridge needs to be built on processes of adaptation that touch on:

  • Leadership & Culture (Departments & Institutions)
  • Curriculum & Assessment
  • Facilities & Equipment

Sadly, most seem to focus exclusively on the thirdthe easiest option – and “buy in” projectors, smartboards and even iPads without paying much attention to the other critical components. They seem to be oblivious to the fact that you cannot bridge a technologically-enabled linguistic and cultural revolution with “hardware” alone.

Changes to curriculum and assessment begin with “people” – as do changes with leadership and culture. This means that the best way to bridge the gap is to focus on:

  • The “student-eye-view”
  • Individual Teachers

The most important people – in education!

The paradox is that it is exactly the fact that cultural and organisational change rely on “people” – and that it is “people” who are most likely to get in the way of cultural and organisational change.

In recent weeks, I have been travelling around conferences and have noticed the interest that a large number of teachers have in sessions that focus on Web 2.0, classroom blogging, Facebook and allthingstechnology.

Teachers are flocking to these sessions and workshops in their hundreds.

However, whenever I chat to these teachers (usually after the sessions) – they are, more often than not, critical that the technology-based sessions they are going to do not talk about teaching, do not talk about teaching relationships and end up “teaching” them very little.

Students (of the “digital native” variety), on the other hand, do not go to these workshops. They sit at home, play around with new software or applications, chat online with their friends about their difficulties – and emerge a few hours later as “experts”.

Students, it would appear have that (very American) “can-do attitude” (I am a Brit and I know this all too well – by its absence). They get on an do itthey learn-by-doing, through “intuitive” problem-solving, and adopt a “just-in-time” perspective to direct experimentation.

They speak LFL – and they do just fine without a teacher. If they do want a teacher, they choose their own…

Talking of teachers – the other thing I notice, when I chat with teachers about technology, is the huge amount of:

…that teachers seem to beat themselves up on.

Again, we do not seem to have that “can-do” attitude typical of so many “digital natives”.

I think we can learn a great deal from those who speak LFLwe can learn more about “creativity when learning” (and teaching), we can learn that “teaching” does not equal “learning” and we can learn that attitude (not technology) is half the battle.

It is not teaching (nor technology) alone that will bridge the gap between the two tribes. It is recognition that…


It’s weekend…

In Technology on 19/02/2011 at 4:07 pm

…So, something a little “lighter”!

I spent the day playing with my new iPad (yes, had to get one, too) and scanning the pages of a new book.

I’d checked out a cool video a few days back and had told myself that if two-year-old Clementine could handle it, so could I!

I went to the “Apple Shop” today and got meself one of the “toys” (and a pile of accessories that matched the cost of the bloody “toy” itself)!

Excited – I raced home (well, my wife drove me as I ripped open the box like a kiddie on Christmas morning – in the passenger seat)! I was gonna have so much fun!

I was so wrong. Clementine is so right – all iPads are “broken”!

I went back to my book to read about other little kids like her – Understanding the Digital Generation. What an eye-opener – “DFL screenagers” Vs. “DSL teachers”!

You don’t have to read the book (but I would) – definitely check out Ian Juke’s presentation and the  “Committed Sardine” blog (if you subscribe you get the first three chapters “free” – free I say)!

BOOKS we all gotta read before “Clementine’s digital army” marches onto the schoolyards of Turkey: