Chapter 4 of Disrupting Class: How Disruptive Innovation Will Change the World discusses the disruptions that are currently taking place within schools. The first stage in the transition from “teacher-delivered” to “software-delivered” instruction is computer-based learning which is “methodically gaining ground as students, educators, and families find it to be better than the alternative-having nothing at all” (pg.90-91).
Disruption markets are developing in many significant areas of education: Advanced Placement classes because “there is an inadequate demand and resources to hire more AP teachers,” smaller schools who may otherwise have to cut classes because they may not be able to hire “highly qualified” teachers for every subject, urban secondary schools, especially in low-income areas because they may “struggle to find highly qualified teacher who are committed to working in such a challenging environments,” and homebound or home-schooled students may also be a great market for computer-based learning to increase depth of learning and subject range, as well as provide alternatives for students who need to make up credits (pg. 92-94). The modularity and flexibility of computer-based learning would allow students to experience a customized educational experience where they do not have to waste time on concepts they have already learned.
This chapter was particularly relevant for me as pre-service high school English teacher because according to the data projections, “by 2019, about 50 percent of high school courses will be delivered online” (p. 99). I understand that online courses provide convenience, accessibility, greater flexibility as well as an economic advantage, but I can’t help feeling that this “advancement” is not wholly a positive one. Sure, I want there to remain a demand for teachers, because that means employment, but there is a human quality about learning from and beside others that will be lost to the ease and access of computer-based learning. While access to information may increase, so will isolation. And there is something to be said about mentorship as a part of teaching that I feel will be lost with such a technology-based approach to instruction. Speaking as one who has taken many online and mixed-online courses, I feel less engaged and a bit disconnected from the material when I am not interacting with the Professor or my peers. I wonder about the effect this instructional transition will have on the social and communication skills as well as the personal and moral development of our students.
I completed my reading for this week while on a red-eye flight to Michigan for a dear friend’s wedding. I had not previously explored the different viewing options available as part of the KindleReader, but did mid-flight. While reading in the middle of the night, I definitely preferred the color mode, black! The white background was harsh on my tired eyes whereas the black was not as bright or disruptive for the sleepy travelers beside me. From now on, I think I will read from either the black or the sepia mode because those modes do not seem to bother my eyes as quickly—I tend to get headaches from reading from a screen for too long.