Task 7.1: Our news

This post includes the news that better represented the contents of the chapters related to Complexity of schools we were given, according to our opinion:

TASK 7: RELATIONSHIPS IN A COMPLEX CONTEXT


CHAPTER 1:



Bearing in mind the Complexity theory, we think the most suitable article is the one in which parents and teachers ask for the removal of the fourth grade final test, from secondary school in Spain. This text states the dissatisfaction both parents and teachers find with this type of exam. Moreover, they also say this kind of test will only be considered as a waste of the State founds, since they are only a “photo taken in a specific period of time” and it does not necessarily show the reality of each student’s capabilities.
We see this composition as truly tight to the topic mentioned before (Complexity theory), due to the fact that, according to the chapter read from The Complexity of Schools (Starkey, L., 2012) schools are institutions where different levels exist. They are all connected between each other and share knowledge and learning. That is why a small change in one of them can affect the institution as a whole. With this fact we would like to highlight its similarity with the article mentioned because we see that the implementation of a new law, which will force both teachers and parents, is obviously a fact that will condition not only them but also students themselves. It can for example cause a downturn in their marks as they may feel confused or stressed out due to the uncertainty caused by this new law arrival.
CHAPTER 2:




In relation to The context of a complex organisation, we have chosen a specific article in which the author makes reference to the different perspectives teachers can have regarding the use of technology in class. Logically, not all the educational institutions have the same preferences and interests. As a consequence, some schools can support technology as an effective way of learning, while others can be against the aforementioned innovation.
This publication particularly talks about the history of an specific school where the use of technology has not been successful. At the beginning, teachers tried to implement technological resources replacing textbooks, but it did not work at all. As a result, they attempted to carry out a mixed methodology (combination between textbooks and technological devices). Unfortunately, this last was not the solution either. Eventually, they decided to go back to the traditional method due to they considered children used tablets or laptops as leisure objects.
As we know, schools are complex systems where decisions are made taking into account the previous circumstances. This piece of news is a clear example of this, since teachers’ actions are based on their experiences and on how a process of change has occurred in the past. Their beliefs are conditioned by the context in which they are embedded, so these can be very different from those that are made in other schools. That is why diverse institutions support this innovation in extremely powerful ways. As in the text is reflected, “the history of a school and the people within it influence the culture of a school, including the way that change occurs and how knowledge emerges”  (Starkey, 2012).

CHAPTER 3:
We have chosen this piece of news since we consider it reflects the main points of the issue to address: Emerging knowledge through connections.
There are different important points this chapter deals with. However, the main one treated is the cooperative learning. This involves that both teachers and pupils work together, in teams, putting in common several points of view in order to modify or create more precise concepts so that students’ learning is significant.
Moreover, relating theoretical points to reality is paramount when learning. This article reflects that learning does not only consist of acquiring knowledge, but also developing other skills, such as the creative or social one.
This methodology facilitates children’s acquisition of key competences, as they find it motivating. It also reflects teachers’ initiative and flexibility, as this innovative way of performing at school is a signal that they have adapted to the environment and children’s needs.
Furthermore, it is mentioned that any change in one aspect in such a complex context as the school will have an influence on another (also known as the Butterfly effect). This piece of news reflects that the implementation of this methodology involves changes in different aspects at school, such as the resources or facilities.
CHAPTER 4:




We think that this piece of news represents the concept Diversity and redundancy.
It is about the need for making changes in Argentinian schools because of the increasing cases of school dropout. As it is written in the text, students ‘’decide to replace class for street’’. Besides, those who manage to finish secondary school have a low level in Maths and Language.
We have related this writing with the chapter Diversity and redundancy because it communicates that each school must create a specific project taking into account the facts and characteristics of their own school in order to improve it and motivate students. Doing a specific project is because not a single innovation affects in the same way to every school, it depends on contextual factors. That is, diversity and redundancy are likely to be unique to each specific context dependent on history, culture and other variables.


CHAPTER 5:




Currently, schools are influenced by what we call Balancing randomness and deterministic order. As we have learnt, a complex system is not static, this is why this balance exists. This means that our educational system is pressured, in some way, by two concepts: innovation and tradition. Depending on which concept has more weight at schools, new knowledge can emerge. When the pressures of new ideas, events or innovations outweigh deterministic order, this new knowledge can emerge within a system.
As this piece of news mentions, we are living in a world of innovation and most people think that, because of that, tradition and innovation are not compatible. However, this is not what Michael North stands for. According to his suggestion, this two words are linked, deriving in what we can call: “Tradition as the Future of Innovation”.

CHAPTER 6:



We think this piece of news is related to the term Complexity theory and change in schools.
It is explained that, although new technologies have been well received at schools, teachers are not trained enough to use them properly and share them with their students. As a consequence, they cannot do a good use and take advantage of them.
After the realization of a survey it is also shown several key findings such as: nearly half of those surveyed said they believe students retain more information across all subjects when learning with technology whereas 24 percent said they are afraid that their students know more about technology than they do.
We have chosen this writing because it is similar to the example we can observe in chapter 1 (the chapter that we were asked to read), the study of Silicon Valley. In this study, teachers adapted computer use so that it fitted with their traditional practices instead of adapting their way of teaching to take advantage of computers’ opportunities.
REFERENCES:
  • Bolkan, J. (26/10/17). Most teachers say classroom tech helps students, but teachers need more training. The journal. Retrieved from: https://thejournal.com/articles/2017/10/26/most-teachers-say-classroom-tech-helps-students-but-teachers-need-more-training.aspx.
  • Braginski, R. (19/06/2017). Nueva secundaria: habrá menos materias tradicionales y más contenidos aplicados. Clarín. Retrieved from: https://www.clarin.com/sociedad/nueva-secundaria-materias-tradicionales-contenidos-aplicados_0_SJxc6eLQb.html.
  • Donald A. Yerxa (4 January 2017). Are innovation and tradition incompatible? Big questions online. Retrieved from: https://www.bigquestionsonline.com/2017/01/04/are-innovation-tradition-incompatible/.
  • EFE (29 november 2017). Docentes y padres piden a Educación la retirada de la prueba final de la ESO. La Verdad. Retrieved from     

Thanks for reading!

Lovely teachers :)

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