Knowledge Building: Does it have a future?

As a wrap-up to a technology integration course, we have been asked to write a “Big Rocks” blog that targets our key learning. If I had to pick one phrase that stands out above all others, it is “knowledge building.” I think technology has a hand in this. Yes, I know technology is and always has been just a tool. But when it comes to knowledge building, the social nature of technology today is in my mind, a game changer.

Because of the connectivity that technology gives us, knowledge building is now . . .

Continuous – It happens anywhere, anytime, on Twitter, Facebook, Pinterest, in blogs, wikis, websites . . .

Energizing – It provides feedback and responses to our thinking, often immediately, which moves knowledge forward.

Self-efficacious – It allows us to “put ourselves out there,” and the more we do that, the more we learn.

Constructivist – It helps us make connections to present and past learning to further the building of knowledge.

Democratic – It creates access to ideas and ways of thinking that were not always available to us.

De-institionalized –It happens outside of recognized institutions of learning.

Group based – It self-organizes groups, based on the topics, interests, and needs of the learners.

Technology as it exists today, sounds like a perfect fit for educational settings, whether they be institutionalized or not. And yet, in the past few weeks, I have had several conversations with colleagues about how many young, up and coming teachers are not buying into technology from a teaching and learning perspective.

Just the other day, I came across this tweet:

The ensuing Twitter chat posed many ideas as to why (fascinating . . . . I would recommend checking it out). I have no answers. But my question is this: If technology does enable knowledge building, which is, in my mind, a key to learning, where is the disconnect?  And if young educators are not embracing technology, what does this mean for the future of education?


About sandralbecker

An educator who is passionate about the creation of a school Learning Commons, which supports inquiry, critical thinking, and collaboration.
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