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Needed: A Digital Woodstock
Mark GuraMy job calls for me to visit a large number of schools to assess their progress in
the area of instructional technology. True, I’ve almost worn out my Toyota Camrycrisscrossing the city. But, I’ve been afforded a unique view
of the way the transition to
computer enabled instruction is going. In recent months I’ve walked through countless
classrooms which have recently received computers. The majority of these machinesremain, as of yet, underutilized or unused.
I’ve talked at
length to teachers and supervisors about why this is the case. These
have been thought provoking conversations. I’ve learned from the concrete suggestions,
complaints, and requests staff members have voiced. More interestingly though, the needfor something not spoken of, a kind of glue to hold together all the elements of this profound shift in human intelligence, consistently appears between the lines.
It’s been my observation that in relation to the technology issue, schools tend to
fall into one of two categories. A small group, those that are well on the way tointegrating computer technology into the fabric of teaching and learning, revel in their self-assessed position as being far ahead of the pack. These schools, like all schoolshowever, hold that the day in which teachers will instinctively reach for a mouse insteadof a piece of chalk, is still down the road. They simply believe that they have somehowmanaged to do the impossible and gotten themselves to the futur
e
ahead of schedule.The other group, those schools that represent the vast majority, is stuck in aholding pattern. They are waiting for something undefined to signal that the era of computer supported learning is ready to begin. It is not the lack of any particular technology resource that is holding them back. One simply has to walk through theseschools and observe the quantity of computers, networking, online access, professionaldevelopment, whatever, that has been made available, to see that that is not the case.
What’s needed is
something else.It is not lack of interest, understanding of the possibilities represented bytechnology, or commitment to education that is lacking either. Rather, there is a strongsense in these schools that as soon as the era of computerized instruction begins inearnest, they will take the plunge too. They look forward to jumping in headfirst, but arewaiting for the whistle to be blown indicating that the train is ready to leave the station.Until then, they will continue to test the waters with their big toes.Sadly, such schools often burn up energy that could be better used to reinvigorateinstruction through technology, in token gestures to legitimize themselves as worthy
recipients of technology resources. They’ll point to their superficial use
of applicationslike word processing as evidence that they are on-board, the offering of tired and
outmoded computer courses to ensure that “technology literacy” is part of the curriculum,
and the occasional scheduling of technology in-service days for teachers, and the like.The pity is that although technology may be in use to a degree, it is just another set of motions to be gone through. It does little to add value to the learning experience and theentire community knows it. Often they feel confused or cheated because of it.
If what’s needed to move us to the next level is not so much a question of gettingmore of anything… more stuff, more services, more money etc., then what is it that’s
missing? Could it be a shift in awareness?School people need to find their way to a point of clear acknowledgement thatthey are ALREADY immersed in an environment in which the types of resources neededfor technology transformed education are in-place or available and humming away. Theyneed simply to open their eyes to a body of teaching practice and student activity thattakes advantage of these resources. It already exists and is burgeoning. All they need todo to participate in the intoxicating new era of telecommunications supported socialconnectedness, search engine empowered learning, and hyperlink enriched
communication… is be aware of it. What’s needed does not involve efforting, but rather acritical mass of personal declaration to a new set of ideals… a public coming together of
kindred spirits in undenia
ble, world changing numbers… in effect a Digital Woodstock!
Woodstock, the definitive moment of the “60s and all they stood for, is a perfect
example of how an important change in beliefs, values, and behaviors can achieve fullrealization through the effects of a single, spontaneous event. The revolution of ideas that
came to life in the mud at Yazgur’s Farm had been growing and gathering momentum for
decades. It was not, however, until an unexpected breakthrough occurred at what wasnaively conceived of as a simple rock festival that the history altering Aquarian age was born.There are numerous parallels between the Woodstock Era and what now appearsto be coalescing into a full-blown Digital Age. In both eras technology is the driver at thecore of profound social change. This go around however, the technology is digital insteadof chemical. Both eras are marked by a dramatic increase in global consciousness, a vastflowering of democracratization, and a counter-culture based on new and empoweredforms of individualism. Those transformed by the spirit of the Digital Age are positiveabout the future in such starry eyed fashion as to alarm those who have yet to join them.Their desire to get the rest of the world wired and on-line as digital partners in a brave
new world have the same “I’d love to turn you on” feelings as their counterparts did
thirty five years ago. Not surprisingly, we educators are beginning to feel what our
predecessors in the classrooms of the ‘60s did, too. Youngsters are appropriatin
g theculture of a new era and making it their own. And, as was the case a third of a century
ago, resistance on the part of elders will only result in a “Generation Gap” (remember
that item), something truly counterproductive. Hey man, Dylan said it four
decades ago…
“ Come mothers and fathers from throughout the land
and don’t criticize what you can’t understand
your sons and your daughters are beyond your commandthe order is rapidly changing
so you better start swimming or you’ll sink like a
stone
cause the times they are a changing.”
The Woodstock Generation, by the way, was responsible for more than just Rock and Roll and tie-dye tee shirts. It tremendously reinvigorated such basic American ideals
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Needed- A Digital WoodstockC
One of numerous unpublished articles I wrote while Director of Instructional Technology for the New York City Department of Education. If I didn't get these thoughts and feelings down on paper, I would have gone crazy. This one was published by Converge, both in the print magazine and online. The link is now lost.
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