Leaders who demonstrate a continual desire to learn and connect whenever possible help set a precedence of transparency and innovation in a school’s culture.
In the past 10 years, perhaps nothing has changed more than the relationship between teachers and the information being distributed in their classrooms. With the proliferation of mobile technology, our ability to access information has increased, dramatically changing the practice of teaching. This series examines in detail how learning in the digital age has upended the traditional dynamic between teachers and students.
Possession of facts is not learning. What is an important skill is the ability to sift through abundant information, identify what is valid and meaningful, then use it to create meaning and express it. This is why student creation is so important in the new economy of information.
Beyond increasing the amount of information that students can access, the new abundant economy of information has far greater implications. It represents both a shift in the way that future classrooms will operate as well as in the student behaviors that we will value and expect.
With the proliferation of mobile technology, our ability to access information has increased, dramatically changing the practice of teaching. Comparing the two scenarios, the circumstances couldn’t be more different.