Last week I went to beautiful Bedford Springs, PA to speak to Superintendents from the Allegheny Intermediate Unit … it was both intimidating and exciting. I am always a little nervous speaking to K-12 educators because I always make the mistake of thinking our worlds are so different. It was exciting because I always end up finding out how similar our problems and issues really are. This was no different. I went in thinking I was out of my element and left with a new found appreciation and confidence in my understanding of our shared issues.

I shared a mix of stories and statistics that described how social computing is being used (typically outside of formal learning environments) to create new and engaging online conversations. I was surprised that this group didn’t come at me with the typical doom and gloom questions — they instead were (for the most part) eager to embrace what was happening in the “real world” and engaged me in a pragmatic discussion over what to do. One of the things that was funny was that many of my answers seemed so basic, yet created so much more thinking. I was particularly struck by a question over how teachers should use social environments … as I answered I heard myself talking about how critical it is for teachers to understand how the environments work. If you are going to use youtube for teaching, understand how related movies are chosen, know when to embed a video instead of using the youtube page, and make sure you can navigate the environment. Talking about facebook felt similar … we stressed how important it is to know how the privacy features work, how to really use the environment, and again, just know how to move around. Not earth shattering ideas, but ones that surprised me how much they resonated.

This was a smart group of K-12 administrators who are striving to do great things for their teachers and the students in their districts. They, in general, were very open to new ways of thinking and wanted me to assure them that the teachers we are producing at PSU are prepared to deliver the kinds of educational experiences that will ultimately make students successful in higher education and beyond. We spent a lot of time talking about how important it is for new teachers to foster feelings of creativity — even in the face of strict state standards and the constraints of the no child left behind initiative. I was a little worried about the emphasis on new teachers and not just teachers, but in general I was heartened to hear it and felt like our schools were in good hands.

I contrast this with the experiences I am having with my daughter’s public school education. I hear very little mention of innovative practice and I am certainly not seeing the ability to be flexible in the delivery of curriculum. I am not pointing fingers at teachers I am just seeing a system that wants so badly to be agile and effective, yet is trapped by red tape and outmoded methods. I don’t see anyone openly discussing learning styles, embracing digital literacy, digital story telling, or portfolio thinking. I mentioned reflective practice to a teacher in my daughter’s school and got a very strange look, as if she were saying, “why do that?” I want so much for my daughter to love school — she is still only in first grade … and I want her curiosity and creativity to be promoted, not stunted. Unfortunately what I see is a path that has been walked on for decades being the only direction, that change in thinking isn’t going to be tolerated, and that a push to the middle is the only option. So, with all the hope and promise of administrative leadership comes the realities of the trenches and I once again realize just how different my environment is than theirs. I am disheartened.