Re-forming education with new technologies Presentation to C.A.P.E. Board September 14, 2000 by Craig A. Cunningham, Ph.D.

Topics Who am I? Why reform education? What can new technologies do? Some cautions Some suggestions for C.A.P.E.

Who am I? Former high school math and science teacher Trained as a philosopher of education Expert on John Dewey’s moral theory A “techie” by disposition, not training Former assistant professor of education at Northeastern Illinois University Author of forthcoming book: Curriculum Webs: A Practical Guide to Weaving the Web into Teaching and Learning Now director of Web Institute for Teachers and director of curriculum for CUIP (Chicago Public Schools/University of Chicago Internet Project)

Why reform education? To increase: Equity Excellence Ethics Esthetics To decrease: Dehumanization, despair, desensitization Digital divide Dumbing down

What can new technologies do? Computers, software, connectivity, webs can increase: Communication Resources for teaching and learning Range and depth of learning activities Inquiry/Problem-solving Localized action Exposure to multicultural ideas and artifacts Interdisciplinary understanding

Some sample curriculum webs A primary look into Africa African Folktales in the Classroom The Photographic Experience World Art Web Once Upon a Time

Some cautions New technologies are not inherently good New technologies have high costs Structure of most schools is NOT conducive to teaching or to learning Quality of teacher training is often terrible Local control both a blessing and a curse Philosophy and art increasingly marginalized by capitalism, consumerism, and massification

Some suggestions for C.A.P.E. When considering uses of new technologies, always focus on CAPE belief statements: All students have the right to equitable access to art in their lives and in their schools. The arts are important for young people not only as a means of enlivening and deepening overall learning, but also as valuable experiences in their own right. The arts teach learners to know themselves as capable citizens in a democratic society--observing, creating, reflecting, making choices, and taking responsibility for actions in the world. The arts are fundamental to the development of life-long learners capable of self-expression, critical thinking and problem solving, and understanding of others.

More suggestions for CAPE Use technology to: recruit partners and support partnerships spread news about results of these partnerships increase teacher understanding of the arts provide students with opportunities for formal and informal arts-oriented learning create and sustain collaborations with other organizations

More suggestions for CAPE Think about the moral and spiritual uses for art, and defend its role in schools on these bases, not just how it serves so-called “academic achievement” Explicitly identify barriers to effective arts partnerships, and create specific initiatives to overcome these barriers Create new programs in schools of education Position organization as provider of teacher professional development oriented around technology integration through arts integration