I have thought about what to write for many days, weeks in fact! Innovation in the classroom is an interesting “beast” one moment the beast shines and purrs with clarity only to turn cloudy and hiss with the passing of a breath. What specifically does innovation mean? When we look up a definition of innovation, the dictionary tells us that it means to make changes in something established, especially by introducing new methods, ideas, or products. Can we as teachers simply put some iPad or computers out on the student’s tables; direct them to a specific website or app and say that we are being innovative? Can simply infusing technology into our classroom while still using the same foundational framework be deemed innovative, it cannot.

The fundamental idea George Couros has postulated is not really all that ground breaking if thought about in a global sphere. It is however, advanced when it comes to using new thoughts/approaches within the constricted hallways of the education system. We function within a fairly narrow window of what is considered appropriate and not appropriate for student consumption…this “appropriateness” has been established over decades of knee jerk decrees from those charged with the governance of our education system.  It has been refreshing to see that the window has recently opened somewhat with the lifting of many previously banned internet sites. This will undoubtedly pave the way for a younger generation, through rigorous guidance and educating, to harness the full power and immense knowledge contained within it.

Our primary task as educators moving forward is to not continue to distribute iPads or computers and direct our students to websites we have “pre-approved”. Rather, our ultimate task, if we are to truly embrace the concept of becoming innovative educators, is to empower our students to craft questions that interest them specifically and give them the franchise to answer those questions. We must teach our students how to properly execute google searches, how to properly post on social media, not for their own attention or to sensationalize a topic, but to glean the collective wisdom of the masses to further their own knowledge base.

Bringing innovative philosophies to our classroom cannot happen overnight, it cannot be the flavour of the week that is supported today but then abandoned when the next interesting idea comes along. Many tenured teachers are from a generation of dot matrix printers and pong. What is needed is a paradigm shift and change management support moving forward for innovative teaching philosophies to take root. Without the concept being widely embraced from kindergarten up, success will not be realized. Fear of children stumbling upon “inappropriate” material must be seen as a teachable moment, not as fodder for those who think the internet is tantamount to the wild west.

Scott Chudley

Ralph Brown School

Cluster 1971