There’s no shortage in today’s world of wicked problems wrapped around beautiful questions–meaning that somewhere deep inside that thorny issue, embedded at the core, lies an undiscovered question of great value. If those questions can be brought to the surface, we may be able to see the essence of the problem more clearly” (Berger, 2014)”.
At the end of the busiest 6 weeks of schooling I’ve had in 11 years, I’m blown away with all of the things I’ve been taught. This learning journey took me through learning about learning. We read parts of a book called How People Learn. The realization that mindsets give us the framework that we see and experience life in. Learning how to, why we need to, and when we need to use technology continues to be a question in my head. I had never even heard of the Maker Movement and now I can say I am a Maker. We remixed, re-purposed, used new technologies, and worked together to help others do the same. The details of copyright have always been confusing to me, but are now much more clear. We’ve re-questioned questioning.
These few these things I’ve listed don’t cover the breadth or depth of what I learned because I’m still learning and I’m still questioning. I entered these summer courses wanting to know how to effectively integrate what I do to (or could do better) with technology to more effectively differentiate. Have I done that? I ask myself, “How will I remember it all?”and, “What if I let this summer forever change my approach to technology and teaching?” These questions breed more and more questions. I’ve learned to be okay with that. I still need to pursue the answers, but they don’t need to come right away. “The trick is to be able to see them, which may require stepping back, shifting perspective, or exercising your own powers of vuja de” (Berger, 2014).
This course has been big. The amount of learning to absorb has been big. The number of technology tools available is big. The task ahead of me in using what I’ve learned is big. This process of learning has been beautiful. Being the learner again has been beautiful. The MSU campus is beautiful. The questions have been beautiful. In short, this has been a big and beautiful summer.
I assert that these classes are really big, beautiful, wicked problems in disguise. We’ve learned to do things and apply what we’ve learned that are “ambitious yet actionable” (Berger, 2014). My mind is spinning with all of the possibilities of what can be done with this knowledge we’ve gained. Is going to take a higher PQ (passion quotient) and CQ (curiosity quotient) to stay on top of all of the technologies and requirements in today’s world (Friedman, 2013) and use them effectively. I would say it needs to be a collaborative effort as it’s better to approach any problem with a group think. Warren Berger says (2014) that “(people) need to have a shared endeavor-an ongoing attempt to answer a big, bold question through collaborative inquiry- seems vastly preferable to having to live up to a dictum handed down from on high.” The dictum is the IQ, and your mission must fill your own PQ and CQ.
Berger, W. (2014). A More Beautiful Question. New York, NY: Bloomsbury
Friedman, T. L. (2013). It’s CQ and PQ as much as it is IQ. The New York Times. A27.