“From the Sage on the Stage to the Guide on the Side” is now about 20 years old. A little shopworn, but still a…how shall I put it….goal, of some teachers and how they adapt to technology. It is the gist of an Atlantic article by Michael Godsey, a K-12 teacher witnessing the “progress” right before his eyes. Another (and earlier!) way to look at it is John Higgins’ differentiation of teacher as Magister, the German cloak-clad lecturer, and the pedagogue, a poor wise man following around the son of a rich client to explain things to him. Find this in articles from 1983 and 1984, but also in his book from 1988.
I have been in meetings all day, discussing the curriculum for next year. One area of contention is control of the part-time teachers (adjunct staff). I felt a palpable want, almost a need, to put restraints on behavior to standardize content among students and classes. And I think that is just because we can. Some adjunct staff even prefer to come in, teach the text, and leave. Labor rules here in Japan now promote this system of itinerant labor by capping any part-time contract at 5 years, requiring the university to make them full time, or let them go. So now we have churn.
But the attitude toward teachers (no, not adjunct staff), even though most are highly qualified to deliver a quality course, even when asked to provide their own materials. And yet…that desire to make sure they are doing not just anything they want is still there.
Which brings me to an article at one of my favorite websites, Hybrid Pedagogy. John Rees asks How long will your class remain yours? Here is the first paragraph.
The late labor historian David Montgomery wrote famously about workers’ control in America during the late-nineteenth and early-twentieth centuries. “At times the story involved little more than silent and opaque resistance to the demands and innovations of employers,” he suggested in 1979. “At other times, workers in skilled crafts adopted and fought to enforce collective work rules through which they regulated human relations on the job and wrestled with the chronic menace of unemployment.” When I first read those words, I was in graduate school. I never thought they’d actually apply to me. Now, I believe that the working class in academia at all levels of employment are beginning to move from the first set of times that Montgomery described to the second.
He goes on to paint a very dark picture, but does leave the doorway open a crack with the following: “However, the key takeaway here should be that every professor should adopt only those tools that best fit their style of teaching (perhaps including parts of the LMS if they meet a particular need).”
The problem is, that most teachers today don’t know how to use many tech tools for teaching and thus will be at the mercy of those who do, the programmers and instructional designers. So if you don’t start putting some online tools in your toolbox, and learn how to use them in a class, or even outside a class, online, you will have to learn tools assigned to you.
I had my last graduate school class of the academic year (we start in April, end in February), and my student was worried after we went through the Atlantic article (link above). She was worried that she would be out of a job. I told her first, not in Japan. The horizon of change you can see in the US, but here, not even a hint. She is still trying to get a projector and laptop for her high school classroom, all she has now is a blackboard. Second, language learning is like learning a sport, or a musical instrument. Really difficult to put online. So we are safe, as long as we learn how to adapt the tech to us, before the admins try to make us adapt to the tech.
I thought I had decided not to read 
