Failure is not fatal, but failure to change might be. - John Wooden

We do not live in a stagnant world. Society is forever evolving. When our educational system does not recognize these changes by holding onto traditional values represented by an archaic curriculum, our students are left behind. How can we expect students to successfully participate in today’s world when our educational system is preparing them for yesterday’s world? Our educational system must not only recognize our progressing world, but also must implement strategies and pedagogical practices that connects with and echoes this constant evolution. Here is a video that eloquently presents this powerful message:



What we learn from this video is quite simple: our evolving world dictates new literacies. And, these new literacies do not look like the required literacies of yesteryear. There is in fact what Gee (2003) calls a multiplicity of literacies that are now necessary for students to become successful participants in society. The essential key to staying in touch with these ever-emerging literacies is through constant communication with our students. Maher suggests that “schools and teachers must begin to “center” children in all curriculum, pedagogies, and schools cultures” (2008, p. 272). After all, students are the core of our educational systems. So, it is essential that we actually include them as ACTIVE participants.

In Adolescent Literacy, Sara B. Kajder explains that “as the literacies that kids bring into our classrooms change (alongside the literacies that they need to be productive and competitive in the world outside of school), there is a very real pressure to make sure that what we teach is relevant and helps to push them to develop the skills needed to be self-directed, ubiquitous learners” (2007, p. 229). As times have changed, so too has technology, and our increasing usage and dependency of it. Because students spend countless hours both inside of school and outside of school gaming, texting, blogging, surfing the internet, instant messaging, etc., there is much to learn from them. By taking into account students’ knowledge of technology and their out-of-school literacy practices, Gee proposes that “students [become] aware of how integral, important, and pleasurable literacy already is in their lives” (2004, p. 514). This act of recognizing and treating students as individuals with a vested interest in our educational system empowers them to become active participants.

However, as pointed out by Kajder there is reluctance by educators to reach out to their students, “In all of our attempts to move forward, we haven’t looked to our kids to see what the possibilities are for merging what they know about technology with what we know about what it means to read and write well” (2007, p. 215). As implied by the included video, “I teach, therefore you learn,…or do you?,” if educators continue this dynamic of one dimensional education, our students’ expectations will not be met.

As Gee asserts, “We are living in new times” (2000, p. 413). It is our job as educators to recognize these new times and learn from our students. We must end the dated notion of a monologue-type education and begin ongoing dialogues with our students. It is essential that we draw on each individual student and what she can offer to the educational process. If we are unwilling to tap into our students’ knowledge and utilize the information and insights they have, they will be left behind. Ultimately, as stated in the video, “If we want them [students] to learn from us [educators], then we may need to start learning from them” (2009).