Most Americans know the story of the powerful John Henry, the man who drove steel into rock. There are many versions of the story and songs that have been passed from generation to generation. For example, listen to a version sung by Van Morrison. With a huge sledgehammer, John Henry drove steel spikes into rocks, as his partner turned them in ¼ rotations with each strike, to help make way for the westward moving railway lines. A salesman had a steam-powered drill that he said could do it faster than a human. John Henry challenged the machine, and with a fantastic display of energy, John Henry beat that machine. We could probably find scores of John Henry teachers in schools, those who, if pitted against a computer for helping students to learn, would handily win. John Henry won the competition but sadly died of exhaustion in the process. I don’t think the experienced teacher would suffer from exhaustion, but I do know many new teachers who are exhausted and overwhelmed by the demands of teaching. 

Today, railway workers use powerful drills to make holes in rocks; someday, teachers will make computers a powerful core tool in student-centered learning.  But it hasn’t happened yet.

While most of us can adduce examples of great things happening in schools with technology, and while students certainly do use computers as tools, such as in writing, presenting, and researching, there is a sense that we haven’t pushed the envelope.

The fault doesn’t lie with the teachers. A recent National Education Association (2008)/American Federation of Teachers survey indicated that (a) there were not enough computes in classrooms “to use computers effectively for classroom instruction;” and (b) training in technology focused more on non-instructional uses of computers. Teachers in the survey were not technophobes, they almost all had internet access at home and 95% answered that technology improved student learning, 89.1% indicated it made student learning more enjoyable, 86.4% said it saves time on the job, and 87.5% said it improves job effectiveness. These results suggest that if computers for student use were provided and better training in using computers for instruction was presented, teachers would make greater use of computers to support student learning.

As schools try to do so many things for so many different children, effectiveness and efficiency are not as easily discerned as they are for drilling a hole in rock. Even as the effectiveness and efficiencies are developed and revealed, the traditions and culture of “the school,” will not change easily. I predict that virtual schools will be the catalyst to transform schools and let teachers drop their “sledgehammers.”

Virtual schools will demonstrate the efficiencies of the extensive use of computers to support student learning. When today’s students show a great proclivity for learning with computers, when parents and students want more and more online classes, when more and more students start attending virtual schools, and when student learning is discovered and efficiencies are dramatically demonstrated, then finally physical schools will have to start rethinking the role of computers in student learning.

Of course, traditional public schools may be the last to change their ways. Charter schools and private schools will be in the vanguard, because if they don’t, many will fail and close their doors. In Arizona, a state that is second to California in the number of publicly supported charter schools (Center for Educational Reform, 2008), charter schools are struggling to compete primarily because they are trying to do the same things with less money. When I see charter schools with untrained teachers and inexperienced teachers, and large class sizes that resemble traditional classrooms, I wonder why anyone would send their children to these schools. I also read about closures of private schools (i.e. Goodman, 2008), most particularly Roman Catholic schools, because the expenses are growing faster than the tuition.

Look to see the charter and private schools emulating the successes of the virtual schools. We will see some charter schools go completely virtual and we will see many more online classes, especially in areas where it is difficult to get qualified teachers (such as Advanced Placement Chemistry, Physics, or Calculus).

The revolution I am most interested in will eventually happen in the “bricks and mortar” classrooms. Parents, teachers, students, and administrators will continue to value the physical presence and great influence of a teacher, but at the same time will also seek the learning gains and efficiencies of computer-based learning. As virtual experiences become a significant part of the classroom enterprise, teachers will increasingly assume the role of the “guide on the side” (rather than the “sage on the stage”), students will have enhanced motivation, and the work of the teacher will be easier. All this will encourage many more teachers to remain engaged in the profession.  In a similar way to railway workers using mechanical drills to make their work easier, computers will be core tools in student learning, and virtual schools will start the revolution.

About these images:

The first image is from the Library of Congress. it shows Fred Dapp in a rock-drilling competition between 1880 and 1900 probably in Colorado.

The second image is from Adaptive Curriculum‘s Activity Object “Nuclear Energy: Fission” showing a scene from an activity with a nuclear submarine.