Things do not change; we change.

Change is sort of a dirty word. It can be divisive depending on whether you are an agent of change, simply a bystander as the winds of change blow once again, or a staunch preserver of the status quo. However, it's difficult to know where you stand until you know which direction the wind is blowing. After reading comments about Chris Lehmann's call for change and a very succinct paraphrase of his argument from Tuttle SVC, I am still focused on a simple question posted in reponse to Chris from mpullen:

"I agree that the process of change is happening much too slowly in schools nowadays. What a shame.

Wait a minute....

What were we trying to become, again? [emphasis added]

(THAT is the real issue. Lack of vision.)"

What DO we want in terms of change? Is the change we are talking about simply encouraging students to learn to access information, create content, and to connect/collaborate with other students through use of web 2.0 tools? I say simply in jest, as such a goal is anything but. Its worthwhile, and the initial step of teaching educators to learn in the same self-directed manner is something I will be posting about more in the coming weeks. But when it comes down to it, the reason for the title of this blog has little to do with using web 2.0 in the classroom and more to do with a basic fundamental problem I see in education: A lack of transparency.

Too many teachers are isolated from peer observation. Whether in terms of protecting their "good" ideas, fear of being railroaded into collaborative projects they do not want to be a part of, or simply being so absorbed with their classroom that they forget the halls are lined with others like them. It can be a real chore finding time and energy to observe colleagues' classes, and that, I think, is the first step towards change in education.

I have a deep need to know what my peers are doing. As teachers we are often so far removed from each other. We are divided by grade levels, subjects, generational gaps, and in many cases professional factions. With such obstructions, how can teachers learn from each other?

Change will come when we know what we are doing to begin with. With transparency also comes accountability. That's the stick that makes the carrot of collaboration less appetizing for most. But, I'll be honest, I want to be held accountable. I want to see what my peers are doing (what works, what works for them, what doesn't work, everything) and I want them to see what I am doing too. I want criticism and review of my own work. I want role models. Its hard, though, with so many closed doors.

We expect transparency from our politicians and there is a movement now to hold our leaders more accountable and to ask for honesty. Shouldn't we be asking the same of ourselves?

I'm not simply suggesting visibility for visibilities sake. This isn't about fame or recognition for educators (although that may well be a by-product), it's about a vision of education that is open, shared, and collective. It will be turbulent. Teachers will come under fire for what they engage in privately in the day to day battles for appropriate behavior in the classroom. Teachers sweat when they think of being on show all the time, but honestly if you're not comfortable with what you're doing in the classroom, then its time to evaluate what you're doing. That's called learning. Teachers must be first and foremost learners. The moment you think you know everything, you become incapable of accepting honest criticism. If we want to affect positive change in the classroom then we need only look to Thoreau for advice: "Things do not change; we change."

We must change by opening the classroom doors and inviting everyone inside. We need to roam the global halls of education looking for everything, anything that works. We must stop pretending to be the fonts of knowledge for these children and start being model learners. Foster curiosity and you foster education at a real, meaningful level. We can't do that by closing down and repeating our mantra: "I've been doing this for years and it works for me." Unless, of course, it actually does. In which case, let us know. Share or else!

Education is not a commodity to be bought and sold, preserved for those that can afford it. Real public education will be free and equal only when it is freely accessible for all. The day when lesson plans don't come with packaging and a price tag, is the day education will attract professionals who are not afraid of failing. The supports will be there. We can't afford to hoard.

That's the change I want. Can we do this with Web 2.0 tools? We sure can.