Last week, I attended the Innovate Conference in Sao Paulo and was exposed for the first time to the concept of digital reputation. Some presenters such as Will Richardson and Scott Klososky talked at length about the importance of extending social networking for professional purposes. I was already aware of websites such as Linkedin that allow for professional networking, but I frankly had dismissed this as yet another internet gimmick. Before attending this conference, I had always been under the impression that internet users were supposed to leave an untraceable digital footprint to keep away from predators and other crazy boogie characters. It is clear that I was wrong.
In a world where internet plays such a central role, it becomes essential for one to build a solid digital reputation. One needs to know how to network with others and market himself in order to thrive professionally. For instance, a freelance photographer who has a strong digital portfolio is more likely to be in demand due to the online reputation she has made for herself. Bearing this in mind, I realize that I need to change my habits and ask myself whether I'm giving students the right tools to build their online reputation.
I have the dire belief that we need to model the skills that we want our students to acquire. As I try to wrap my mind around how to purposefully use pedagogy to expose students to this new concept, I have decided to start this blog. I reckon it would make sense to go through the process of building up my own digital presence and have first hand experience. I wanted, however, to do something that was relevant to my life. By sharing my personal thoughts, I would be reflecting on my own practice and maybe reaching out to a wider audience to engage in some purposeful conversation. I'm still wondering if people will have the time to read this blog and interact; nevertheless, I believe that this will be a fruitful learning experience for me.
I'm on my ninth year of international teaching. Like every other educator who loves this profession and strives to get it right, I carry with me the agonizing perplexity of my role and purpose as teacher. At this relatively early stage of my career I seem to have less answers and more questions, which fills me with an explosive mix of frustration and reassurance. I feel frustrated because I don't have tangible answers that would grant me immediate serenity and boost my ego. On the other hand, I feel reassured because I know that I am stretching myself to professional and personal growth. After all, the people who think they have it all figured out, are usually the ones who are most oblivious to the environment around them.
Daniel Pink views problem identification as one of the most essential skills in the 21st century. One has to be able to ask the right questions in order to reach a higher level of thinking. In Out of Our Minds, Ken Robinson discusses how the paradigm shift brought about by Heliocentrism would not have been possible had people like Copernicus not asked right questions. The theory of geocentrism had been until then revered by astronomers. The same astronomers, however, were struggling to grasp an understanding of the constellation because their theories were all based on the wrong foundation. No matter how hard they tried they would have never succeeded because they refused to tackle their observations with a different kind of thinking; instead they chose not to question previous theories because in their eyes they were flawless facts. The fact is that all their hard work was fruitless because it was based on the wrong beliefs. This thought encapsulates all my inner fears. What if I'm one of those astronomers? What if I am putting all my time and energy in a system which is inapt for the current socio-economic contexts?
I've taught MYP all my life and love the philosophy behind the programme. The MYP in my opinion surpasses other programmes because of its main focus on the acquisition of skills and concepts rather than content, which as a stand alone focus, is as obsolete as dial up connections. The MYP has a vision of interdisciplinary learning which ultimately would make learning more authentic and applicable to the real world. For instance, If we had to tackle important global issues such as water scarcity, wouldn't we be required to tackle it from different angles rather than just from one subject area? If students are solving a real world problem such as building low-cost efficient water filtration system don't they need a variety tools which can range from scientific to humanities skills via mathematical and design tech? In that sense I find the thinking behind the MYP to be progressive. Nonetheless, this leads me to some other essential questions: Does the current system of 8 courses being taught simultaneously and distinctly facilitate interdisciplinary learning? Do we really need to be learning these traditional subjects using such a traditional setup? Do we need to be learning traditional subjects in the first place?
The more I read about and experience education first hand, the more I sense the need for a paradigm shift. Books such as The Global Achievement Gap by Tony Wagner and Why School? by Will Richardson raise some important questions about the purpose of the current educational system. I believe that those of us who are in the trenches question their system because they truly want to leave a legacy.
We inevitably question the things that we are truly passionate about. I am at a point were I am questioning the programme I so love, the MYP, my pedagogy and ultimately my own teaching philosophy. I can hardly understand the motions in my head let alone trying to come up with answers. However, I will try to articulate all these doubts in my future posts and also celebrate my small daily successes.
