In order to continue pursuing my original question, being to uncover what a 21st century science and technology classroom looks like, I need to address the elephant in the room - resistance and opposition to change. We have all experienced this at some point and to some degree in our careers. Resistance to change is something that is felt by teachers, administrators, board officials, parents, [students,] and even other members of the community (Burstein, 2019). This may be linked to the very roots of the educational institution and the tradition that is ingrained in its decorum. As much as educators want to set their students up for success in a modern world, they also want to “see [the] public education systems remain true to [Canadian] traditions and values” (A 21 ST CENTURY VISION OF PUBLIC EDUCATION FOR CANADA, 2012, p. 3). As a result, members of the educational community have a difficult time accepting the necessity for change, whatever that change involves, because they may “have a tremendous amount of personal commitment and psychological ownership in the [educational] organization” (Snyder, 2017, p. 2).
The article entitled Resistance to Change among Veteran Teachers: Providing Voice for More Effective Engagement (2017) by Richard R. Snyder discusses the fact that veteran teachers (teachers who have been teaching for 20 years or more and/or are over 50 years of age), seem to be the leading group of individuals that are resistant to change. In my experience, I have to admit that I do witness many of my more senior colleagues challenging the efforts to implement change whether it involves something more basic like dress-code for students, or something more influential like 21st century pedagogy and the creative use of technology in the classroom. I must also point out however, that there are several of my less senior colleagues that are vehemently opposed to progressive change and that are prime advocates for voicing their discontent. This back-and-forth debate and often refusal to implement something new “slows the implementation of educational reform” (p.1).
In the end, resisting or opposing change can be overcome by engaging effectively with those displaying resistance (p.1). Rachel Burnstein outlines strategies for dealing with resistance that were compiled from a survey given to educators. These include building a relationship, participating in professional development, modeling and sharing leadership opportunities, providing evidence of things that work, and starting the change movement on a small scale and expanding from there (2019).
In regards to 21st century education and Canada’s commitment to encouraging a “significant shift in pedagogy” (A 21 ST CENTURY VISION OF PUBLIC EDUCATION FOR CANADA, 2012, p. 5), the focus is on an expanded list of skills that are deemed vital to a student poised for success in a modern world. They include:
Creativity, Innovation and Entrepreneurship
Critical Thinking
Collaboration
Communication
Character
Culture and Ethical Citizenship
Computer and Digital Technologies (p.10-12)
In order to develop these skills, C21 Canada encourages all applicable parties to reassess and readjust their methods and pedagogy in the areas of:
Innovative teaching practices
Creating student-centered learning opportunities and modern assessment tools
Extension of learning beyond the classroom
ICT Integration (p. 17-18)
This brings me to my take on the issue of resistance and opposition to change.
Students have a right to an education that will provide them with the best opportunity for success. “The primary reason that education systems exist is to meet the learning needs of students” (p.7). If the learning needs of students have evolved into a skill-set that is unlike anything educators have seen before, isn’t it our [educators and affiliated community] Hippocratic Oath to ensure that we create opportunities, ignite passion, commit to every student the time, effort, and patience needed for them to reach their full potential? If, according to Lortie (1975) as cited in Snyder (2017) the majority of “teachers predominantly chose education based upon psychic rewards … [and they] still articulate the importance of the personally rewarding service associated with making an impact in students’ lives (Stone-Johnson, 2011; Troman, 2008)” (p.4), then why are we so hesitant, reluctant, scared, oppositional, indolent, to mobilize modern pedagogy for a 21st century world? The answer to this question lies within every one of us, and once we come to terms with what a 21st century classroom requires, then we must roll up our sleeves and get to work!
References:
A 21 ST CENTURY VISION OF PUBLIC EDUCATION FOR CANADA. (2012). http://www.c21canada.org/wp-content/uploads/2012/05/C21-Canada-Shifting-Version-2.0.pdf
Burstein, R. (2019, May 20). The Greatest Barrier for Educators Changing Their Practice? Internal Resistance. EdSurge; EdSurge. https://www.edsurge.com/news/2019-05-20-the-greatest-barrier-for-educators-changing-their-practice-internal-resistance
Snyder, R. (2017). Resistance to Change among Veteran Teachers: Providing Voice for More Effective Engagement. https://files.eric.ed.gov/fulltext/EJ1145464.pdf