needed- a digital woodstockc

8/4/2019 Needed- A Digital WoodstockC

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Needed: A Digital Woodstock Mark Gura

My 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 countlessclassrooms which have recently received computers. The majority of these machines

remain, 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 need

for 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 somehow

managed 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 these

schools and observe the quantity of computers, networking, online access, professional

development, 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 strong

sense in these schools that as soon as the era of computerized instruction begins in

earnest, they will take the plunge too. They look forward to jumping in headfirst, but are

waiting 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 reinvigorate

instruction through technology, in token gestures to legitimize themselves as worthyrecipients of technology resources. They’ll point to their superficial use of applications

like word processing as evidence that they are on-board, the offering of tired andoutmoded 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 the

entire 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 getting

more 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 needed

for 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 to

do to participate in the intoxicating new era of telecommunications supported social

connectedness, search engine empowered learning, and hyperlink enrichedcommunication… is be aware of it. What’s needed does not involve efforting, but rather a

critical 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 the

core of profound social change. This go around however, the technology is digital instead

of chemical. Both eras are marked by a dramatic increase in global consciousness, a vast

flowering 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 didthirty five years ago. Not surprisingly, we educators are beginning to feel what our

predecessors in the classrooms of the ‘60s did, too. Youngsters are appropriating the

culture of a new era and making it their own. And, as was the case a third of a centuryago, 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



as Tolerance (racial, gender, age etc.) Freedom (sexual, intellectual, spiritual etc.), and

Activism (environmental, political, economic etc.) exerting unfathomable influence on

the quality of life in the U.S. and abroad. It was an awesome force that put an end to a

brutal war and profoundly influenced the outcome of presidential elections. There ismuch about the coming Digital Age that is made of the same stuff and that represents a

similar type of socio-cultural revolution.This time however schools are positioned to be an important and integral part of the process instead of being part of that which the change is reacting against. For many

youngsters school is their prime opportunity to experience computer technology and the

opportunity it represents for personal growth and EDUCATION. Members of the DigitalGeneration are growing up in a Pokemon era of non-sequential, hyperlinked and virtual

reality supported information saturation. The intellectual landscape that is evolving with

them bears little resemblance to traditional schools. Schools will have to keep pace with

the spirit of the Digital Age in order to serve members of the Digital Generation.

Adapting technology to traditional practices without adapting school to the logic anddictates of the emerging technology will only temporarily stall an inevitable gap between

teachers who impart information in one mode and students who process it in another.The window of opportunity that currently exists will not stay open forever.What’s needed is a catalyst, a rallying event or activity that will precipitate educators

voluntarily crossing a line in the sand. On the other side is a willingness to

needed- a digital woodstockc

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