The Moss-Free Stone

According to a new survey of high school students, two-thirds are bored with their classwork. A staggering 22% have contemplated dropping out of school altogether. The results, detailed on CNN.com, come as little surprise, and, while certainly nothing new, reinforce the need to reconsider traditional instruction, classwork, and assessment. The statement that leaped out most was that they found their classwork “irrelevant.” Too many classes rely on centuries-old pedagogy, such as lecture and listen, or read and reply exclusively. While appropriate and effective at times, these methods bear little resemblance to the tasks students will face upon leaving the school system. Students need collaboration and problem-solving abilities. They need to be able to interact with a global community in written, oral, and video formats. Technology offers many tools that can enable teachers to create learning opportunities that are rich in such skills. The good news is that most teachers are very knowledgeable about their curriculum and are flexible and adept at modifying their instructional approaches to meet the needs of their students. The bad news is that most are simply unfamiliar with the tools and opportunities available to them. This survey emphasizes the critical need for technology specialists, administrators, and providers of teacher training to stay abreast of new developments and to pass those along quickly to their clientele.