The web2.0 triangle
Imagine a flexible triangle, three sides made of grudgingly stretchy material, with pivot points at the vertices, so the triangle can change from right to scalene to equilateral, extending and contracting its sides in the process. For a couple of years, I have stood inside such a triangle between teachers, web2.0 developers, and policy makers. The sides of the triangle and the degrees of the angles constantly change, the elastic sides never staying the same for long.
The clearest side for me, of course, is that defined by teacherworld: seeking positive learning, managing logistics and hours in the day, attending to parent concerns, etc. I know this world well and can paint it for anyone. I also know that teachers can stretch their side when motivated.
I act as liaison between teacher-world and another side: web2.0 tool developers. I explain the culture of schools to developers, especially the barriers to free and open use of their tools in schools. The toolbuilders are rarely aware of the protective policies and logistical limits a teacher faces in facilitating student-created content online. The most common response from developers on issues teachers face: “I never thought of that.” They know their own side of the triangle. Fortunately, most developers offer a degree of “stretch” in making the tools more useful or less convoluted for teachers to use. There is no such thing as a totally philanthropic developer, however, seeking to do good for the benefit of students everywhere. Their elasticity conforms to the practical limits of business.
The third side is the group I broadly name “policy makers.” This includes everyone from the local principal and tech coordinator to Congress. Their priority has little to do with looking for the best new tools for learning. A litigious society and thirsty media assure that technology innovation, for them, is a dragon to be slain — or at least safely contained.
As I pass along web2.0 tools to the TeachersFirst Edge review team, I wonder, Who do we push hardest> Teachers to learn and try new things? Developers to remove barriers? Or policy makers who do not realize the implications of their fearful approach to technology policies? Should we push at all?
I’d like to think that we are better off pulling at all the angles of the triangle than pushing on its sides: luring teachers to try, luring developers to tweak, and luring policy makers to actually LOOK at what kids do with the tools.
