A 21-year (and counting!) high school English teacher with a postmodern Shakespeare Snapchat Lebowski Muppet skateboarder vibe, who has California and National teaching credentials, a Bachelors and a Masters degree, and also studies now for his Doctoral degree — that’s who he is!
You can count Bryan Sanders among the innovators, the intellectuals, and the seekers. Currently researching and developing educational-use software to disrupt traditional K20 schooling practices, this Social Justice worker is a fearless compatriot of the downtrodden, the tenderhearted, and the disenfranchised. A husband, a dad, a skateboarder, a writer, a thinker, an artist — Bryan is always looking, always nostalgic, always collaborative, always hopeful, always humorous, always loyal, always thinking, always dreaming, always making.
#Disruptive #EdTech #NBCT #LMU #GoogleCertified #DoctoralCandidate #EdD
Science, Technology, Engineering, Art, Mathematics, History, Art, Music, Language, English, Theater = STEAMHAMLET. Instead of focusing on external goals and expectations determined by dominant culture norms, the heart of this software design and use is to explore alternative learning mechanisms in search of a more socially just world. And yes, Art appears twice.
The work proposed here will use computers and software to disrupt the net result of many educational software products. While full of good intentions, most shrink wrapped closed-loop “teaching machine” approaches found in educational software too closely resemble “edutainment”, and do not significantly impact student learning. In fact, they may even cause further problems by recreating the conditions for the existing class, wealth, race, and power struggles that education aims to solve. This proposal is to create a new software product that has not yet been seen and that will actively work to liberate the collective and individual minds of all humans.
To help this work along, further research is needed on the demographic makeup of students concurrently online during school hours on school networks. This information would allow for STEAMHAMLET to address the digital divide and be part of increasing equity and access in existing school sites that are online. Additionally, research on the “Internet deserts” would allow for more targeted infrastructural improvements that could be a part of STEAMHAMLET from another social justice angle to address bringing communities to a broadband network.
Studies have been completed already to inform us about the 500,000 jobs in computing that are unfilled in the year 2016. (code.org) Expanding our school programs to return to the computer science coursework that were once standard practice would help prepare students to obtain jobs that they may not even know they were interested in, and furthermore could bring about a new innovation that might assist human society in saving itself from any number of man-made or natural disasters.
Seymour Papert’s theory called constructionism frames and inspires the work of this study and project proposal.The theory builds on the work of John Dewey, Maria Montessori, Jean Piaget, Jerome Bruner, Lev Vygotsky, and Paulo Freire. Constructionism is opposite of instructionism and intends to place the learner “in the position of designer/producer rather than consumer” (Harel & Papert, 1990) and this serves as an essential core element of what STEAMHAMLET intends to purposefully create. Instructionism is easily understood as a traditional school model, which leads to “banking education” (Freire 1970) and that approach is what this study and project wish to actively disembowel.
Experience is central to learning. These important theorists have written extensively about how educating children would be more effective and meaningful if we provided students with opportunities to experience real situations where they can engage in their own inquiry and get exposure to concepts and dilemmas through a natural process of problem-solving. Too much rote learning does not allow for children to discover and actively construct their own understandings and interpretations, and without adequate and active dialogue with students and teachers. (Dewey, Montessori, Piaget, Bruner, Vygotsky)