CITE Journal Article

Note: The following are my Diigo'd notes from the blog entry cited below. They should not be interpreted as MY writing, but instead, notes taken that I consider worth keeping.
    • Our traditional K-12 schools have rarely made room for adults and young people to collaboratively contribute to each other’s learning, or to the development of new knowledge on a sustained basis. But our information age economy demands this intergenerational, collaborative construction of knowledge, and our schools will fail to develop young people who can be productive citizens in this economy if they do not support this mode of learning.
    • As we collaboratively work together in a learning community, we can complement each other’s knowledge and skills. In a networked learning community, we can greatly accelerate and augment the learning of all members by linking them with other learners in collaborative efforts organized by expert learners.
    • In a networked learning community, modern communication and information technologies can enable us to construct knowledge and skills at a faster rate and at a higher level, because we can be connected with more learners, more resources and experiences, and more experiments and learning opportunities than ever before.
    • The Virtual High School organized by the Concord Consortium [ ] is becoming another well-known example. Teachers (as expert learners) located in different high schools around the country are using network connectivity to collaborate, with the help of experienced facilitators, to design and offer new Internet netcourses. Each VHS school provides a part-time coordinator, who acts as liaison between students and the VHS teachers. The Concord Consortium provides professional development, netcourse expertise, and curriculum development support to the collaborating teachers, who are offering over 200 courses in over 350 schools in 30 states and 6 foreign countries. Student participation is expected to reach 4,000 this year.
    • Once we move the teacher—as an expert learner—into the learning activity we begin modeling the learning process with the students. They are all learning together. And as I have said, once we reach this point, it’s not useful to distinguish between students and teachers, because they are all learning. Who is teaching and who is learning? They are all learning.
    • Schools resist change, because they are designed to resist change. They are cultural organizations, and cultural organizations are not supposed to change. Cultures are designed to preserve existing solutions to problems—considerable social and economic capital goes into developing culturally valued solutions to problems and change is risky. Stability reduces risk—“change is bad”—and our schools have been designed to focus on the knowledge transmission mode of learning.
    • we continued to prepare most teachers as if the only way to teach is using the solo, stand alone, self-contained, isolated classroom model—the open space concept could not work. That was how those young and mid-career teachers were prepared to teach. They believed they were doing what was expected of them as teachers and that open space thwarted their teaching efforts. They were not prepared to do anything different. That’s our responsibility—and we will get the same result if we introduce modern learning technologies in our schools but do not prepare teachers to work in this new learning environment. If we want to take advantage of these new technologies and the billions we are investing in equipment for our schools, we have to prepare teachers very differently than we have in the past. We have to change our own model of teaching and instruction in higher education. (See Schlechty, 1990.)
    • Any organization that adopts a new technology without significant organizational change is doomed to failure. You have to change the organization. You cannot just add the technology. You have to actively work on changing the roles of the teachers, the roles of the students, the roles of the parents, and the roles of the administrators, and start to work toward building new relationships and new structures, or you will be disappointed with the results.
    • interactive communication technologies give power to the learning revolution.
    • The learning revolution is about constructivist learning, and these new communication and information technologies allow us to facilitate constructive learning in ways that we could never do before. They are becoming cognitive amplifiers that will accelerate learning and the development of new knowledge in the same ways that machines accelerated production during the industrial revolution.
    • work is learning . Work in the workplace is learning. Work in the larger community surrounding the schools is about learning every day.
    • workers...must learn in the workplace and in the home to use these tools to improve their knowledge, skills, and productivity.
    • learning communities have no boundaries . In a networked learning community, schools and classrooms will simply become nodes in a larger learning environment. The boundaries of the schools and classrooms with their fixed curriculum and dated texts are no longer going to limit learning.
    • An increasing number of parents are discovering that they can make more powerful learning opportunities available to their children in the home than they can in the schools, and unless the schools change, more parents will collaborate to construct alternative learning opportunities with these technologies. Because work is learning, the home is a work and learning place, and learning communities have no boundaries, schools are going to be marginalized as learning environments if they do not change dramatically.
    • Kids come into the schools recognizing that they have more powerful learning opportunities available out of school than they have in school.
    • Any time we put teachers and students in predefined courses with a linear design, bound by dated texts, credit hours and static tests of factual recall, we are still on a wooden sailing ship. What we are moving toward is authentic, long-term projects, asynchronous learning, knowledge-work and nonlinear learning. “Just-in-time,” consumable information used for specific purposes, instead of “just-in-case” facts packed into our heads at an early age that few of us can recall.
    • The web, as a networked learning environment, linking learning centers, anytime, anywhere is what we are moving to. The tools will change—textbooks, blackboards, and business computers will fade from use. These business computers are going to have to change.
    • We are going to move from static, text-driven content in a fixed curriculum to learning content that is constructed by the learners. Our former teachers and their students—these new expert learners and their novice learners—collaboratively working in these networked learning communities will construct this content.

Posted from Diigo.

Carroll, T. G. (2000). If we didn't have the schools we have today,
would we create the schools we have today?
Contemporary Issues in Technology and Teacher Education [Online serial], 1 (1). Available:


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