Dewey (1976) said:
…to satisfy an impulse or interest means to work it out, and working it out involves running up against obstacles, becoming acquainted with materials, exercising ingenuity, patience, persistence, alertness, it of necessity involves discipline, -ordering of power-and supplies knowledge (p. 25).
I’ve started reading Dewey a bit more lately as I begin writing my dissertation and I’m struck by how clear he is and, yet, how muddied improving our educational practices have become since Dewey’s time. Sticking to what I know, I immediately reflect to the professional development experiences surrounding new technologies that teachers everywhere are subjected to, some times on a monthly basis. The idea that no single technological innovation exists for all teachers (Mishra & Koehler, 2006) highlights the almost cruel nature and certainly squandered learning time for teachers when they attend such professional development sessions. So as I reflect and make sense of what I’m reading, I ask: What would Dewey do? How would Dewey approach professional development for teachers surrounding what in fact are critical issues facing not just our society with regards to being competent problem solvers, critical thinkers, collaborators, etc., all at the intersection of content, pedagogy, and technology.
The quote above, to me, provides some clarity. While Dewey was talking about children, I feel at heart we all are children only as we get older we conform more to society and the responsibilities that go with being an adult, an employee, a teacher, a parent. Why can’t we explore the topics, the needs, the desires that our teachers have? That’s what Dewey is saying we should do and when we do, it’s going to be a little bumpy and that’s okay. The bumps provide openings for weaving in subject-matter knowledge and skills, which is the concern we all have as educators. How will the students learn the content if we don’t teach them? They key is to indulge students in their interests and use that to wrap in the content they are supposed to learn.
So as we approach professional development for teachers, we should listen and think about what Dewey would do. Let’s listen to the teachers and see what they’re interested in or what problems they are experiencing in the classroom. Then start working with them so they can create educational technology solutions at the intersection of content, pedagogy, and technologies.